The Standard Vol. 7 Issue 4

John Doe Ms. Smith AP Language 8 December 2016

the core of cheating

Essay That I Will Not Write

students should not feel pressure to cheat for their grades opinion pages 18-21

Google free AP Language essays

Essay That I Did Not Write This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing.

I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in.

This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing.

I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in.

This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing.

I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in.

This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing.

I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in.

This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is

John Doe Ms. Smith AP Language 8 December 2016

Essay That I Did Not Write This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This is someone else’s work that I am stealing. I did not write this. I am going to turn this in. This

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standard the

blue valley southwest | volume 7 | issue 4

2 | contents / the standard / dec. 2016

CO NT EN TS

volume 7 / issue 4 www.bvswnews.com

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FEATURE

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No Longer an Option to Ignore

Open Season Dynamic Duos Gamers on the Grounds

NEWS

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Capital Deficiency Change In Time Disney Diversity United Front

OPINION ON THE COVER:

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Staff writer Summer Lyon discusses the pressures which cause students to cheat and considers the implications these actions will have on students’ futures.

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Graphic by Delaney Oliver

(Anti) Social Media?

The Core of Cheating

SPORTS Sports Preview

ONLINE EXCLUSIVE Q & A: sophomore and harpist Rachel Taylor

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editor’s note 4|

It has been said that adversity reveals character, a topic we address unconsciously daily as we are confronted with new tests of our character.

From an illness in the family to racism in the community, the way in which we respond reveals the true traits of ourselves: our character. We are faced with an option; to react in anger or sadness: dismantle peace or lock ourselves away, or to react with positivity: come out stronger.

With news of my mom’s third diagnosis with cancer, I felt the aforementioned sadness and anger. I was in pain, and I was mad at the world for letting this happen. I bottled my thoughts and further secluded myself into these emotions. Then, I changed my perspective and reached a sense of everything-will-be-ok. I looked at the positives rather than the negatives and my character matured.

Similar to the aspect of facing new challenges, our community was met with adversity on Nov. 9. We were challenged to conceal anger rather than explode, to unify rather than pull apart. Whether you sway right or left, the agreement that the election of Donald Trump brought unrest to America is nearly unanimous. We fell apart, blaming whole parties for the acts of a few, calling one another inappropriate names and creating a canyon between parties and people. We reacted with fear and ignorance. Our character smeared into a combination of both. Hate rang throughout the hallways as students spent hours in the counselor’s office with tears in a constant flow.

What followed: we found hope, we found love and we found unity. As a community, we grew. A rally to unify students and reiterate that “everyone is welcome here” proceeded the Friday after the election. Almost 100 students and faculty stood together with signs of love, support and reminders that we are “SW Strong.”

Seeing the reactions to adversity in our school, The Standard was inspired to delve into the story of the protest, the aftermath of the election and other controversial topics ranging from cheating to negativity in social media, all in the efforts to reveal the character of the individuals within the walls of our school when in the face of adversity. As we researched, interviewed and, finally, displayed our findings, we became aware of the character we, as a school, developed and have developed when viewpoints, emotions and strength are tested. In response to these findings and in accordance with our goal as The Standard, we have shared these stories with you, our readers.

THE STANDARD EDITOR-IN-CHIEF delaney oliver

ONLINE EDITOR donna armstrong

ASSOCIATE EDITOR lillie hoffart

STAFF WRITERS megan flood jenna hope summer lyon emma olinger elianna oliver arielle singer

STAFF PHOTOGRAPHER taylor falkner

ADVISER

rachel chushuk

The Southwest Standard is published seven times a year for students, faculty and surrounding community of Blue Valley Southwest. It is an open forum for student expression. Therefore, the opinions expressed within this paper do not necessarily reflect the views of the administration of Blue Valley Unified School District #229.

Letters to the editor and reader responses are encouraged for publication. The Southwest Standard reserves the right to edit all submissions for both language and content and encourages letters to be no more than 350 words. All letters must be signed and names will be published.

The Standard 17600 Quivira Road Overland Park, KS 66221 Phone: 913-624-2262 Website: bvswnews.com Email: bvswnews@gmail.com

C Deficapieital ncy

news / the standard / dec. 2016 | 5

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Blue Valley and surrounding districts have all reached that cap, Slagle said. This cap can cause additional frustration to districts.

“We would like that 33 percent to be raised to much higher because we feel if the local electorate wants to tax themselves to a specific amount they should be allowed to do so,” Slagle said.

Additionally, taxpayers can purchase bonds to aid in building new facilities. Southwest, for example, was built from bond funding, principal Scott Roberts said.

When the block grants froze the adjustability of the funding system, districts from across the state began to look to the new Legislature for the release of a new tax plan.

“It is the Legislature’s job,” Roberts said.

“The governor can propose a budget and, within there, he can propose some changes to it. But, ultimately, it is Legislature’s position to design a budget and to fund.”

The history: Gannon V. Kansas In 2010, a group of public school districts — Wichita, Hutchinson, Dodge City and Kansas City — sued the state of Kansas over non-compliance to the education article in the Kansas Constitution, Article Six. These districts claimed the state had not equally funded them in order to provide relative equal education opportunities throughout the state.

This court case, Gannon v. Kansas, became a test of Kansas education’s funding adequacy and equity.

“It questions ‘is the money the state is putting into the school systems adequate for school districts to educate kids?’” Slagle said.

“That’s the decision right now. First of all, what does it mean by adequate? What does it mean to have an educated kid? What does Kansas want for its future? It’s a real philosophical argument as well as a finance statement.”

The case made its way to the state Supreme Court. In February, the court ruled in favor of the school districts and ordered Kansas legislation to amend funding by June 30. If this deadline was not met, Kansas schools would not open for the 2016-17 school year.

“We will carefully consider the implications of the Court’s ruling and its disregard for the proper role of the Kansas Legislature,” Kansas Governor Sam Brownback stated in a press release on May 27 in response to the Supreme Court ruling.

After calling a special session in June, Brownback signed a new bill to fix inequities.

How has Blue Valley been impacted?

The debate over the adequacy of Kansas

school funding has required the district to reevaluate the budget. Slagle said the district struggles with how to provide an exemplary education with current funding levels.

“Adequate is not proficient,” Slagle said.

“Adequate, to us, is exemplary. How do we get kids to be able to choose East coast colleges if they want to [and] give them the opportunities that they need to have?”

Under the current block grant system, Blue Valley is funded in the bottom 25 percent of school districts in the state.

“This often surprises people because they drive by and they see our great buildings and they see successful kids and nice houses and think the school district is just rolling in money,” Slagle said. “But the way the school funding formula works is that Blue Valley receives far less money on a per student basis than 75 percent of the other school districts in the state. We understand that other school districts have greater needs than we do, but we also understand that students have aspirations which are costly as well.”

One source the district has fallen back onto is its savings account. Because of the stagnant nature of the block grants, growing districts like Blue Valley have had to use these saved funds in order to make up the deficit left by the state.

“While that block of money stayed the same, costs increased, causing us to dip into our savings account — which we have — and fill the gap to make the value balance,” Slagle said.

Although the district has supplemented with its own savings, school budgets were cut by five percent from last year, Roberts said. A significant portion of the district’s budget goes to teacher salaries, and that is the area which has been cut the most, Slagle said. He said this is not a sustainable path.

“We need to recognize their outstanding work,” Slagle said. “Part of that is through compensation. We also know that for our outstanding staff, they are in high demand. If we don’t adequately pay our outstanding staff, they are liable to go elsewhere and that hurts the whole system.”

A second place students and staff may have been feeling the pinch is in class sizes. Less money for staff means larger classes and a more limited class availability.

Additionally, within the last 10 years, the district has had to add fees to most extracurricular activities, Roberts said. This is a compromise to continue to provide programming while easing the budget shortfall.

“Local members of the community are paying the difference out of their pockets,” Roberts said. “I think that is unfortunate that we have to charge higher and higher fees to you all and have the education and opportunities that our patrons, our community members and our taxpayers expect.”

What’s next?

news / the standard / dec. 2016 | 7

At current levels, Slagle said the school funding formula does not give Blue Valley enough funds to support the growing school district. If the new Legislature does not replace the current block grant system, the district will have to reevaluate spending and cut programming.

“At some point in this district, if this new school finance formula does not give us much relief, our task will be to prioritize what is most important to us as a school district — whether that is AP programs, whether that is class size — and fund those which are of the highest priority,” Slagle said.

Roberts said the education system is a crucial part of the nation. The threat of reduced programming is serious and the Legislature needs to adjust funding.

“It is such an important investment,” Roberts said. “You cannot create the workforce of the future, you cannot create educated citizens, without public schools … One of the hallmarks which have made us into a great nation is that everyone has the opportunity to be educated. That is one of the big responsibilities of the Legislature.

They have to fund that. In my opinion, I don’t believe the Legislature has adequately or equitably funded public schools for way too many years.”

| lilliehoffart

Dr. Barton W. Putnam DDS MSD Phone Number: 913-829-0060 Follow @BVSWNews on Twitter and Instagram

for stories, live updates, photo galleries and more

Kansas Constitution Article 6 Section 6B The Legislature shall make suitable provision for finance of the educational interests of the state. No tuition shall be charged for attendance at any public school to pupils required by law to attend such school, except such fees or supplemental charges as may be authorized by law. The Legislature may authorize the state board of regents to establish tuition, fees and charges at institutions under its supervision.

8 | news / the standard / dec. 2016

CHANGE IN TIME students and staff share how Timber Time will be implemented

T

he bell rings, signaling the end of fourth hour. Students file out of the classroom, but instead of heading to their lockers, respective classes, or assigned lunch, they have the next hour to fill with anything from lunch, to clubs, to homework to help.

On Jan. 30, Timber Time will be implemented. This student intervention time was executed at Blue Valley High and Blue Valley Northwest during first semester.

The schedule yet finalized, but tentatively normal days will have classes that are 48 minutes long instead of 50 minutes with five minute passing periods instead of six minute passing periods.

Timber Time will be from 11:15 a.m.-12:15 p.m., in between fourth and fifth hour. On Wednesdays, it will be after third hour and after second hour on Thursdays. During the hour-long period, students are able to eat lunch, get help from teachers, meet with clubs and socialize.

Principal Scott Roberts said he has four main goals for the implementation of Timber Time at our school.

“The first thing is to provide academic support for students,” Roberts said. “The second is to be able to allow students to have a break in their day, every day, where they get to have some autonomy, where they can choose what they do and take a

breath. Third thing, it gives our clubs and activities a time to meet during the school day, especially for students who don’t have the opportunity — whether it’s because of transportation or other activities — to join a club or be a part of a club. This will allow that to happen for them. Then, fourth, I’d like for it to become a time when we can extend academically and [in] activities that we can do more on an individual basis.”

To help Jan. 30 go smoothly, Roberts said he asked three groups to figure out the logistics. He said the first group includes the student council and the newspaper, yearbook and Wolf Byte leaders. The second group includes the AVID classes from all four grades. The third group consists of staff members. He said there is coordination between all three of these groups for the implementation of Timber Time.

Senior Kate Bowling, student council executive board vice president, said she thought it was a good idea that Roberts approached student council about helping with Timber Time.

“Student council is in charge of leading the students, and we are a voice for the students,” Bowling said. “We’re the leaders of the school. That’s our job, and we want to help out. So, it’s nice that he approached us about it rather than just having the

administration, because we are students, and we see it from a student’s perspective rather than the other side.”

Bowling also said she welcomes Timber Time because it gives students a time in the middle of the day to accomplish many different things.

“I really like the idea of [Timber Time] because I feel that students need a little break during the day,” Bowling said. “But, also, it’s more than just a brain break for them. Since high school students are all so busy all of the time, it just kind of allows for a little freedom. It helps out kind of organizing schedule-wise because there will be activities that meet during that time or if you need help and it’s during the school day, instead of fitting it in before or after school, which is hard for a lot of students. I know for me, personally, it’s hard.”

Regarding the schedule, science teacher Brittany Harding said the teacher committee is helping to figure out more of the logistical side of Timber Time. She said the teachers have broken into separate committees to figure out things such as lunch, communication and scheduling.

She is working on the scheduling committee, which will make a master calendar to try and accommodate clubs and times teachers are available to meet.

|9

Harding said the teachers’ main goal for Timber Time is to be able to help as many students as possible. She said she is excited for this opportunity because it gives teachers a time every day to help each individual student in the area they need help. She said she hopes Timber Time is beneficial in a variety of ways.

“I hear my freshman and my chem kids talk about how much they have going on, and I believe that,” Harding said. “I know you guys are so busy and everybody is so involved in so much stuff. This would hopefully maybe lessen that load a little bit. You can get more things done during the day opposed to at 11 or 12 at night. And if you do have everything done, it’s a time to be social and get that emotional break that I think would be nice in the middle of the day.”

Overall, Harding said she thinks the main goal of Timber Time is academic help for students.

“I think academic help and emotional well-being kind of go hand-in-hand,” Harding said. “So, learning how to use that time wisely — because it’s a skill that you are going to need outside of school too — and not abusing it by trashing the building and stuff like that, that’s going to be something we all have to learn how to do.”

Besides having disregard for the building, there are some other concerns regarding Timber Time. Sophomore Mitch Sailer is a member of AVID. He said AVID is trying to stay organized to make sure the school can use Timber Time to the best of its abilities. He also said he hopes the school will be able

to manage it properly, despite some concerns.

“The maturity aspect is definitely kind of scary with it because you have to wonder, ‘Will students pick up what they have?’ because obviously eating anywhere in the school is kind of worrying for the students and the teachers,” Sailer said. “So, I think we obviously need to be mature about it and make sure we manage it correctly.”

Bowling said another concern is implementing Timber Time after the semester has started. She also said she could see some concerns implementing a new schedule that no one is used to, but doesn’t think it should raise too many problems among the student body.

Roberts said this is a concern, but agrees that there shouldn’t be too many problems. He said the first few weeks will serve as an adjustment period for the staff and students.

“If we chose that everyone eats — 1,147 of us — all try to eat at the same time, at the very beginning, there is going to take some time to get through that,” Roberts said. “We have to learn what the boundaries are. People are going to have to reorient where they eat lunch, where they go sit. We have to make sure that people are using their time effectively. That doesn’t mean you have to go see a teacher necessarily. That means, if you’re going to be, you should be working on some sort of academics during that time, outside of when you eat lunch, and making sure students are really using that time. So, it’s going to take an adjustment period for us. I think

any implementation of a new program always [has] some bumps in the road, but I really believe in our students and I think they’re going to do a great job with it.”

Sailer said he thinks Timber Time is a good idea, but that it is important that the students manage it correctly. He said he thinks the younger students at the school need to take the opportunity seriously and utilize all the help.

“I think it’s a great idea as long as we can really be mature about it and keep the whole school clean and everything and be smart about it and not treat it like it’s a joke,” Sailer said. “I like the opportunity because some of the freshmen and sophomores can’t drive to school, so it’s a good time to get help from the teachers.

I hope students take the full use of that.”

Even though all the rules for Timber Time are not yet laid out, Roberts said he is most excited to see the students here really embrace it.

“It’s been fun when I’ve gone to Blue Valley High School and Blue Valley Northwest to ask the students about it,” Roberts said. “When I ask students about Husky Halftime or Tiger Paws in both places I’ve had students say ‘I couldn’t go to a school that didn’t have this now. It’s completely changed the way I am able to become a student, the way I’m able to get help. It’s helped me with my grades. It’s helped me with my time. It’s helped me with my stress.’ I am excited to see our students have that same experience.”

| donnaarmstrong

10 | feature / the standard / dec. 2016

(Anti) Social Media? social media can both negatively and positively impact the user

Photo by Saul Loeb

S

crolling through her social media feed, sophomore Savannah Greathouse fixates on the negativity she sees on her screen, and slowly but surely, feels upset. She is disappointed in people’s tendency to hide behind their screen in order to ridicule others.

In a world full of ever-changing technology, opportunity arises for a faster spread of ideas, publicity, rumors and other information. According to journalism. org, in a survey done by Pew Research Center, 62 percent of U.S. adults reported that they get their news from social media platforms. Another 18 percent get their news often, but not all the time, on social media. This percentage reveals that social media directly affects everyday situations and has a presence in many Americans’ daily lives. While this new technology may inform, social media’s presence introduces a controversial issue regarding its benefit or detriment.

English teacher Shauna Rinearson said social media can be beneficial in the classroom setting.

“For me, as a teacher, one of the pros is easy access to communication with my students for classroom reminders or helpful hints and strategies for assignments,” Rinearson said.

Social media does a great job of interconnecting the modern world. Not only does it connect students with teachers, it also connects people in general with old and new friends, celebrities, political figures, as well as complete strangers.

Science and math teacher Neal Doolin said social media allows him to stay updated with past friends.

“I think things like Facebook are a great way to stay in touch, and kind of up to date, with what people are doing after you maybe go your own separate ways,” math and Doolin said.

While social media may be a good way to stay in touch through platforms such as Snapchat, Facebook and Twitter, where information is displayed in a matter of seconds, there is a point of downfall.

According to Psychologyinaction.org, social media has been linked to a new phenomenon known as fear of missing out, as well as social anxiety, emotional distress, problems regarding body image and depression.

“People tend to only post the good things about what’s going on in their life on social media, and then, if that’s all you see, it’s easy to compare everything that’s going

| 11 on in your own life to just the good stuff you see going on in other people’s,” Doolin said.

However, as technology grows, the normality relating to strictly positive posts changes. People have taken the anonymous aspect of social media to create accounts solely for the purpose of being negative, such as a Twitter account named @ifeellike. This negativity can also escalate to cyberbullying.

“One of the cons of social media is, certainly, people feel free to be cruel to one another on social media because they’re protected by anonymity or they can be protected by anonymity,” Rinearson said.

In the midst of it all, people’s faults are in their carelessness. As seen through Twitter or Facebook, social media users have begun portraying an ignorance to realizing the

“I think that teenagers need to foster their interpersonal skills — their face-to-face conversations — ­ so that there’s a balance between their online relationships and their actual face-to-face relationships.” | englishteachershaunarinearson gravity of serious issues and have opted for an easier route of making serious matters into jokes instead.

“We take more serious topics more lighthearted then we should,” Greathouse said.

Although this cannot be said of all people, social media has given some the option to hide behind their screens and voice opinions they would not in person.

This rise in dissemination of opinion can have positive and negative outcomes. It gives individuals the opportunity to share hurtful, cruel or insensitive viewpoints in regards to others. On the other hand, it gives a voice to shy introverts or softspoken individuals to share their ideas, make a difference and contribute to a better world, economy, political system, etc.

Senior Finn Murphy said she sees another opportunity social media creates.

“If you want to use [social media] to promote an activity or something that you’re passionate about, you can use it for that,” Murphy said.

While social media can be linked with

a lot of negativity, its positive aspects shouldn’t be overlooked or discredited.

It isn’t a secret that social media has contributed to a more interconnected society. Social media’s access for anyone with the means to use it has made way for international interactions via platforms such as Linkedin, as well as served as a place for advertising industries to thrive.

“I think a pro of social media is just how easy it is to connect with people,” Murphy said.

In order to fix social media’s connotation or tendency to be negative, and fixate it on the possible positive outcomes, change needs to occur. Two solutions could be taken, the first being prevention and the second being rest. Prevention could include ridding social media feeds of negative accounts or people, or unfollowing accounts that constantly share opinions or outlooks on situations that one may disagree with or find upsetting. If users create a positive, supporting and fun atmosphere on social media for themselves, the negativity gets filtered out.

“I think by cleansing my own social media, like the people I see on social media, I think it’s a positive experience for me,” Doolin said.

The other solution, rest, encourages taking a break from social media and internet relationships or finding a balance between real life and virtual. In doing this, the user is given the opportunity to see the world around them.

“I think that teenagers need to foster their interpersonal skills — their faceto-face conversations — so that there’s a balance between their online relationships and their actual face-to-face relationships,” Rinearson said.

The heart of the issue with social media lies in how it’s used. At the end of the day, social media can be negative and can cause negative effects on the mind, the body and relationships, but it can also be positive and inspire its users to be the best version of themselves or simply put a smile on their face. Social media is a platform where selfinterpretation lies. Social media is what the user makes of it.

“Everyone has their own account, so I feel like you can shape that to be how you want,” Greathouse said. “So, if you’re wanting to put a negative input onto it, then you can do that, or you can continue to be positive. You can shape it how you feel.”

| eliannaoliver

12 | feature / the standard / dec. 2016

NO LONGER AN OPTION TO IGNORE senior Olivia Waddell shares her plans to fight sex trafficking

W

hile there is no manner of accurately measuring how many people are victims of sex trafficking each year due to unidentified or misidentified cases, humantraffickingcenter. org estimates that 4.5 million people worldwide are forced into sexual exploitation or sex trafficking. According to equalitynow.org, of the 4.5 million, women and girls make up 98 percent of victims and about 2 million children are exploited every year in the global commercial sex trade.

In the course of researching current issues for a project in her sophomore year, senior Olivia Waddell stumbled upon an

article talking about trafficking in Southeast Asia, specifically the story of a girl who had been trafficked at the age of 7. As she began to devote more time to researching how she could help, the realization that her career could be based on helping those affected by sex trafficking led Olivia to decide to pursue this career. Olivia’s sister, senior Grace Waddell said she is excited for Olivia and her future plans.

“She has always been a very free-spirited, very passionate person and when she finds something that she feels passionate about, she really latches on and is very good about educating herself way more than the

average person,” Grace said. “I am passionate about certain things, but I know probably a fourth about what she knows about human trafficking. She is one of the most inspiring people I know. She is just wanting to help people; it’s incredible.”

Searching for ways to be proactive in the fight against sex-trafficking, Olivia became an advocate of education and support over social media. “With social media, it is easy to use that as a platform for awareness,” Olivia said. “Just tweeting a fact or retweeting resources for people to learn more can really help because even though at the end of the day

a tweet isn’t going to fight trafficking, it might motivate somebody to fight it or it might spark something inside of somebody who will.”

Not only has Olivia used her social media for education and awareness of sex trafficking and human trafficking, but she has begun using her clothing choices as a way to spark conversations and raise awareness as well. This month, Olivia will be participating in Dressember, where she will wear a dress every day of December. and ask people to make a donation to raise awareness and promote awareness about trafficking.

“The goal of Dressember is to take something like a dress that has previously been associated with exploitation and turn in it into a weapon of social change,” Olivia said. “I am asking people for every day that I wear a dress to donate $1 or $5 to then go to the aftercare of victims to get them things like education or places to stay so that they can rehabilitate and get that help that they need.”

Olivia’s mom, Stephanie Waddell said she is proud of Olivia for being fully committed to this cause. Last year, for Christmas, Olivia wanted most of her gifts to be only from fair trade companies or organizations that fight human trafficking, Stephanie said.

“By wearing T-shirts that promote fighting human trafficking, she is making more people aware of the problem and letting them know how they can help,” Stephanie said.

Olivia said she hopes to make a difference with her wallet by buying and wearing clothes from stores and websites that ethically make their clothes. She now works with brand managers of Sudara, a company that teaches women coming out of the sex trade sewing skills and helps by preventing the women from going back, getting the word out about the brand, as well as encouraging others to buy clothing that is ethically made.

“When you have the opportunity to use your wallet to help fight, you can hopefully start to dismantle some of these companies that use forced labor and trafficking to make their clothing,” Olivia said. “Honestly, for the average person, awareness is the biggest thing you can contribute to, just making sure people know the facts and they know that trafficking is real and it is not OK and it’s not this glamorous thing; it is this really horrific reality.”

In her own efforts of awareness, Olivia has collected shirts with messages ranging from “Made for Freedom” to “Love Changes

the World,” something she said is close to her heart because it makes her feel like she contributing. Of the many shirts, Olivia said her favorite is one that displays “People are not property.”

“I have had multiple conversations with people when I have worn that shirt because they said, ‘Hey what’s that from?’ or ‘What does that mean?’ and it is a great way to start conversations about trafficking because I found when I talk to people about trafficking, people know what it is and know that it is a crime and it is a bad thing, but a lot of people just lack knowledge,” Olivia said. “Kansas City is actually a huge hub of sex trafficking and a lot of people just don’t know that, so when you are able to spark conversations through simply wearing a shirt, it is really cool because you feel you are actually maybe able to help people that way.”

The intersection of several major

“FOR ME, IT IS NOT AN OPTION TO NOT DO ANYTHING ANYMORE AND I HAVE GOTTEN TO THE POINT WHERE SOME OF THAT FEAR HAS JUST LEFT ME BECAUSE THIS IS WHAT I FEEL CALLED TO DO AND THIS IS WHERE MY HEART IS.” | senioroliviawaddell highways Kansas City houses has led it to be considered a major capital for sex trafficking. Recognizing this issue in Kansas, the Attorney General’s office, according to ag.ks.gov, has developed a plan of Prevention, Protection, Prosecution and Partnership.

The first step is the development of a public awareness campaign focusing on the hidden issue of human trafficking.

“I think a lot of times in our society people choose to ignore what they don’t want to see as real because I think we have a tendency to choose to see the best in a lot of things,” Olivia said. “I am not saying always see the bad in everything, but it takes a lot of maturity to see just how bad the situation is.”

In seeing “just how bad the situation is” Olivia said awareness is necessary to inform people that it is not always a choice.

“We have to reveal the realities of trafficking because we have to make people understand that it is not always a choice and it is not something that is pretty or glamorous,” Olivia said. “I think that is

| 13

something that the media does a bad job of is that they portray it as something that is OK or normal.”

While Olivia said she believes social media can be a good resource for spreading awareness, the portrayal that sex-trafficking is acceptable is something she said breaks her heart. In these moments, Olivia said she has turned to the wife of her former youth pastor, Kelsey Anderson, for support.

“Whenever I read something and it really breaks my heart, she is there to say, ‘OK, you are going to get to go fight this. It is OK — hold onto that — don’t let this completely destroy you because you are going to see things that are really hard,” Olivia said. “‘You have to keep going and you have to keep fighting,’” Olivia said Anderson has taken it upon herself to guide and motivate her and, like Olivia’s friends and family, Anderson said she is proud of Olivia.

“I am proud that she has had the courage to take baby steps toward this career/ calling,” Anderson said. “It’s difficult to have the patience to take small steps to achieve a larger goal. We have vision to make change in this world but are not willing to make daily changes, sacrifices. Sometimes it’s the small choices that make all the difference. I love that she has not waited to pursue this passion but is actively making it a part of her life.”

This larger goal is not one Olivia said she could describe as a single thing. Rather, Olivia said she has many goals involving fighting human trafficking in general.

Identifying one specifically, Olivia said she would like to help with the aftercare of sex trafficking.

“The biggest [goal] is just to help people who have been through that and helping women especially — because women are usually the ones who are sex trafficked — understand their worth and that what happened to them isn’t OK and that doesn’t define them in any way,” Olivia said. “People are trafficked and that is all they have ever known, so then they get rescued and sometimes they will willingly go back to that because they don’t have any skills to make it in the real world. I really want to help people get those skills so that they get out of that cycle of abuse and they can make something of their life.”

According to sharedhope.org, “sex trafficking occurs when someone uses force, fraud or coercion to cause a commercial sex act with an adult or causes a minor to commit a commercial sex act.” Olivia said it happens on mile-long strips of bars in red light districts, an area or district in a city in

14 | feature / the standard / dec. 2016

which many houses of and sometimes they will willingly go back to that because they don’t have any skills to make it in the real world. I really want to help people get those skills so that they get out of that cycle of abuse and they can make something of their life.”

According to sharedhope.org, “sex trafficking occurs when someone uses force, fraud or coercion to cause a commercial sex act with an adult or causes a minor to commit a commercial sex act.” Olivia said it happens on mile-long strips of bars in red light districts, an area or district in a city in which many houses of prostitution are located. according to dictionary.com, like Asia, Cambodia, Thailand and the Philippines, where women, children and men stand outside wearing numbers and “customers” choose a number and pay the bar owner for a certain amount of time.

To fulfill her desires within her career, Olivia said she would like to go into bar ministry, which would consist of going into bars and talking to the victims wearing numbers, building a relationship with them, then letting them know that there is a safe house for them and they do not have to continue. Bar ministry is something her mom said she is still coming to terms with.

“It definitely scares me that Olivia wants to go to foreign countries to fight human trafficking, including bar ministry,” Stephanie said. “She will be putting herself in some dangerous situations.

I am working on accepting the dangers because I know it’s her passion.”

An estimated 100 billion dollar industry, the danger, Olivia said, comes from people wanting to stop individuals helping their “property” and taking away their income. According to the U.S. State department, child/human trafficking, of which sex trafficking is included in, is one of the fastest-growing crimes in the world. Olivia said she has recognized the need for help, despite the dangers.

“I know my parents are worried about it, but my mom has always been very supportive about it and she has always told me, ‘If you want to change the world, you have to fight and you can’t just back down and be afraid of what is going to happen,’” Olivia said.

Taking her mom’s advice, Olivia said she overcomes the fear through anger and the desire to make a change.

“This might sound kind of naive, but I am not really scared to do what I want to do, maybe because I have never watched the actual process of trafficking, so I think I still haven’t completely grasped how horrible it really is, but I think once you become so passionate about something that all you feel is just anger and indignation that that happens,” Olivia said. “I think that once you realize that what you are doing can actually change somebody’s life, it is easy to kind of just push that fear away and be brave for 30 seconds.

There is a really cheesy quote that I keep in the

background of my head but it is ‘30 seconds of bravery can change the world’ and so I kind of just remind myself of that and remind myself that even at the end of the day, it is going to be hard, it is going to be scary, but I can still do something that will be worth it.”

While Olivia said her fear is not present, like Stephanie, Grace said she is worried for her sister.

“Oh my gosh, it terrifies me, all of it. I have definitely lost sleep over her going overseas and getting into sex rings and being that person who is a liaison between people who are victims and the non-profit organizations who are trying to get them out,” Grace said. “It scares me tremendously.”

Despite Grace’s fears for Olivia’s safety, Grace said she is proud of her sister.

“I’m proud that she stuck to it. A lot of people tell her that it is not a good decision and it is going to be so incredibly difficult, and I am sure she knows that,” Grace said. “I think she is probably more aware of the injustice of the world than 99 percent of people and she feels called to do it. It is something that, as a Christian, she feels God is calling her to do and she has been steadfast in it. I am also just really proud of who she is: somebody who can care about the world that much that they want to dedicate their life to not only changing it, but to going that deep and helping individual people; it’s incredible. It’s absolutely incredible.”

Like Olivia, Grace said she and her sister Hannah Waddell are both looking into jobs geared toward helping others. Grace said she would like to work as either a social worker or a teacher, while Hannah would like to be a nurse.

“I can’t take credit for this at all,” Grace said. “[Olivia] is the one who has introduced me to all of this, but when you learn so much about it and you have someone in your life who is that advocate and is educating you so much, it really pushes you to care more about it, so, because of that, it has become a goal of mine to work for a non-profit organization as a teacher.”

With a growing knowledge of the injustice of sex-trafficking, Olivia said even helping one person will make all of her efforts worth it.

“For me, it is not an option to not do anything anymore and I have gotten to the point where some of that fear has just left me because this is what I feel called to do and this is where my heart is,” Olivia said. “It is just a matter of reminding myself that 30 seconds of bravery could potentially, completely change somebody’s life.

That, to me, is more than every bit of fear and every bit of shaking and being really scared and crying because at the end of the day you could do something that is really amazing, and I try to remind myself of that.”

| delaneyoliver

MILLION PEOPLE WORLDWIDE ARE FORCED INTO SEXUAL EXPLOITATION OR SEX TRAFFICKING

WOMEN AND GIRLS MAKE UP

OF VICTIMS OF TRAFFICKING FOR SEXUAL EXPLOITATION

MILLION CHILDREN ARE EXPLOITED EVERY YEAR IN THE GLOBAL COMMERCIAL SEX TRADE

MILLION PEOPLE WORLDWIDE ARE LIVING IN SOME FORM OF SLAVERY

sports / the standard / dec. 2016 | 15

1 (1) Dribbling the ball, sophomore Will Eldridge runs down the court while senior Ryan Davis guards 2 him. “I think the team’s goal is to improve every day at practice, get closer as a team and to be competitive in every game we play,” Eldridge said. (2) Lifting the ball toward the basket, freshman Chris Miller, gets ready to take a shot, while coach Mark Rabbit yells from the sideline.

Sports preview athletes give glimpse into upcoming season

3

(3) Warming up for practice, sophomore Kori Stonestreet finishes the drills and looks toward her teammates with a smile.

4 (4) Aiming toward the hoop, junior Taylor Demoss shoots for a basket. “I would really like to see the team work together toward that common goal, which is State,” Demoss said. (5) Following an attempt to defend a shot, sophomore Jacob Boone recovers his position. (6) Making a splash, junior Michael Walker races his teammates in a backstroke exercise. “I believe coach is planning on having everyone swim a bit of each of the four strokes instead of having us focus on just our primary events,” Walker said. (7) Gaining position, senior Jake Christie attempts to take down his opponent. Christie said this year the team is “looking to repeat [its] league title and go for a regional one as well.”

6 7

How to use Aurasma: 1) Download the Aurasma app to your phone 2) Log into BVSW account, using the username “bvsw” and the password “wolves” 3) Click the purple square and scan this photo

5

16 |

open season

students share their perspectives on hunting

F

illed with anticipation, sophomore Trent Price circles the room, ensuring he hasn’t forgotten any necessary equipment. He gathers his final materials and pulls on his boots. Swinging his bag over his shoulder, he walks out the door and is engulfed by the crisp autumn air.

“I was inspired to hunt by my outdoors passion,” Price said. “I have always loved to be outside rather than anywhere else, whether it’s hunting or just mowing the grass.”

A passion Price said he has stuck with since he was “old enough to pull the trigger of [his] Red Rider,” Price has

been hunting since he was 5 years old. He said he hunted small game, such as birds and rabbits, when he first began.

Over time, Price said he has moved on to hunting larger game.

“My favorite animal to hunt is deer because I can hunt them pretty much whenever I want during season,” Price

said. “I have access to many very close spots in relation to my house. I will usually go to the fields next to my house or my friend’s farm.”

Price said that just about all of his close friends hunt, though he also often hunts with his dad or by himself.

When he first began, Price frequently went with his

father, who he said taught him how to hunt.

“When I first began hunting, the biggest challenge I faced was coming up with the funds to purchase all my equipment,” Price said. “Just last year I wanted a new bow, so I spent six months saving up and working to achieve my goal.”

Although Price said he was able to avoid the obstacle of affording equipment initially, by using his dad’s gear, he eventually found it necessary to have his own. He said upgrading equipment and saving up for new gear motivates him to work to save enough money in order to afford what he wants.

Junior Lauren Kaiser said she faced a different setback. “[The hardest part] for me is probably just being able to pull the trigger,” Kaiser said. “You have to think because it’s not just for killing.”

When she first began hunting, Kaiser said she struggled with her shot, yet after years of practice, she has overcome this problem.

Kaiser began hunting when her family took her on a trip to Africa when she was 10. Kaiser said it was her first real experience with something she would find a passion for.

“My parents surprised me on my birthday that I was going on a trip to Africa with them,” Kaiser said. “I just shot birds because that’s easy. I still have the feathers.”

Following the trip, Kaiser said she has gone hunting multiple times, both within the United States as well as out of the country.

Though Kaiser and her dad have been able to bond on hunting trips, she said her siblings don’t share their views on the activity.

“My siblings don’t like it,” Kaiser said. “They think it’s inhumane” Despite Kaiser’s view that hunting is a “fun experience,” some share the same outlook as Kaiser’s siblings. Senior Emily Tolar said she “[has] always hated hunting,” due to her love for animals.

“I dislike when people hunt for game,” Tolar said. “Killing for fun is basically just rude and disturbing.”

Although Tolar does not agree with people who enjoy hunting simply for sport, she said she

understands “if they take the animal home and actually eat the meat.” Price said that when he hunts, he spends time preparing what he hunts in order to make the most of his kill, rather than only hunting for game.

“After you kill the animal, you do the necessary preparations before harvesting the fur or meat,” Price said. “For deer, you need to field dress it, which basically means get rid of all the guts and heavy things that add weight inside the deer that’s not meat. This makes it easier to get the deer out of wherever you were hunting to wherever you will harvest the meat.”

Both Price and Kaiser said they usually use the meat of what they hunt, though the preparations may often take a long time. Along with time spent following hunting, Price said it is often necessary to remain patient prior to the trips.

“My least favorite part of hunting is waiting to be able to go hunting,” Price said. “There is nothing worse than cabin fever.”

Price said hunting requires a lot of patience at times while Kaiser said that although “you have to sit and wait, [it’s] fun in the end.”

Price said he has had many unique experiences he would not have had if he didn’t hunt. Because of the certain times and places he goes, he is able to see things that people who don’t hunt may never experience.

“My favorite time to go hunting is right before sunrise,” Price said.

“I like this time because it is silent, unlike any other time of the day.

Also, it is cooler temperaturewise. To add, I get to see numerous animals going to bed and getting up for the day all at once.”

Although the activity may not be supported by everyone Price said it has enabled him to experience different things and has let him to see the outdoors in a different way.

“I definitely recommend hunting to others because it is tons of fun,” Price said. “[It’s] a great way to connect with the outdoors, and you get to see some pretty cool things.”

feature / the standard / dec. 2016 | 17

44%

of students hunt

of students who hunt,

64%

most often hunt in the fall

of students who hunt,

43%

most often hunt deer of students who hunt,

64%

most often hunt with their families

| ariellesinger

from a survey of 112 students

18 | opinion / the standard / dec. 2016

The core of cheating students should not feel pressure to cheat for their grades

I

t is an epidemic that seems to plague most students that are striving to achieve that A+ average. With the pressure of seven classes, along with possible sports practices after school and maybe a part-time job, many students face the decision of having an extra hour of sleep or preparing for the unit test the next day. From second grade spelling tests to advanced placement exams, cheating is a constant trend appearing in many school settings.

In a study conducted by the University of Nebraska-Lincoln on high school students’ perception of cheating, a pattern of differentiating definitions was revealed among the results. While most students defined cheating as “glancing at someone else’s answers during a test” or “providing answers to someone during a test,” only 47 percent of students said that providing test questions to students who had not taken the test was cheating.

“I think cheating is when you look at somebody’s test, but if you look at it, it’s fine as long as you do not copy down the answers they have,” sophomore Kendall Rintamaki said. “I feel really guilty whenever I cheat so, if I accidentally do, I can’t put [the answer] down.”

Though many students have a set definition for what cheating constitutes, junior Helene Bechtel, distinguishes the issue differently.

“Cheating is taking credit for someone else’s work either by writing or looking off of someone’s test,” Bechtel said. “Obviously, if you’re looking off of someone’s [test], you didn’t do the work yourself

| 19

have students ever cheated on tests before?

71% yes 29% no

“I think the main reason [students cheat on tests] is because everyone wants to get better grades. They want a better GPA so they can get into better colleges.” | sophomorekendallrintamaki

so you took someone else’s work.” teachers, parents and administrators can cause students to cheat In general, cheating comes down to more than just looking to stay ahead of their contemporaries. Pressure is one of the off of someone’s test when stuck on a question. It is composed of issues faced when it comes to school and, although cheating many individual acts that are not always viewed as consequential. allows for a diminished amount of pressure at the moment, The main underlying issue: grades. students who cheat are distracting themselves from the content According to theconversation.com, one of the main reasons that they should know. The only way to know this content is to students are inclined to cheat is because of “a cost/benefit study and do the work. analysis.” Students are willing to cheat if it guarantees an “What I try to do is make my assessments more about the improved score, as opposed to not learning and the content than about cheating and getting a bad score. Math the grade itself,” Hawks said. “In teacher Brandon Hawks said he thinks “If you have to cheat, you end up calculus and geometry specifically, grades are one reason students are more we are trying a new thing with not learning the content. Then, our formative assessments where inclined to cheat. when finals roll around or college students are graded on individual “I don’t know if it’s less stress, because if you know you’re cheating, rolls around, you just end up not learning targets and they will there’s the constant fear of getting continue to retake those learning knowing the topic as well as you targets until they’ve demonstrated caught and that creates a different type thought, even though you got the mastery. The idea was to take of stress,” Hawks said. “But I do think it’s less pressure to prepare for a chance pressure off the exam, while also grade.” for a better grade. If you know that the giving more informative feedback people around you are going to be doing for students. So, when they take a | juniorhelenebechtel quiz, they know specifically what well on their exams, you can leave there feeling very confident that you did well concepts they are doing well on and if you didn’t get caught.” which concepts they’re not. Then Many high school students, although still focused on school they know they’re going to have an opportunity to improve on work, are more focused on what the future will bring. The stuff they’re not doing well.” question no longer is “What do you want to be when you grow One way for a student’s performance to be reflected is for up?” It is now “What can you be when you grow up?” more classrooms to integrate the concept of assessments for “I think the main reason [students cheat on tests] is because learning or AFLs. This is a way for students to see what they everyone wants to get better grades,” Rintamaki said. “They want need help on without impacting their grade, eliminating the need a better GPA so they can get into better colleges.” to cheat.

According to a study conducted by oedb.org, pressure from “If you have to cheat, you end up not learning the content,”

20 | opinion / the standard / dec. 2016

what subject is a student more inclined to cheat in?

150 students surveyed

8% foreign language

29% math

English 2%

Bechtel said. “Then, when finals roll around or college rolls around, you just end up not knowing the topic as well as you thought, even though you got the grade.”

Homework assignments can add up to a large shortage of points if not constantly monitored. But, when it comes to homework, the points all boil down to accuracy or completion.

“On tests, I can see [cheating] being pretty hard,” Rintamaki said. “It can also be easy [to get caught] with tests because, if you get a hundred and this person [you cheated off of] also got a hundred, you’d have the exact same everything. I could see the teachers getting suspicious. But, with your homework, it’s very easy. They don’t really look at it as much, and most of my homework’s for completion so they are kind of like ‘Oh, it’s done.

Five out of five.’”

Contradictory to Rintamaki’s statement, Hawks said he finds that going for completion-based homework takes measures to prevent cheating.

“I check for completion homework,” Hawks said. “It isn’t a large part of the grade, and another reason why is I don’t want them cheating for the homework. If you’re copying down answers, it isn’t doing any good. It’s not going to help you in the long run, grade-wise. I want you to be thoughtful and really attempt the homework and, if you’re not getting them right, that’s okay as long as you’re trying, you’re recognizing it’s not going well and you’re asking for help. So, homework is more of a tool for the students to gauge their own understanding. Homework doesn’t

20% social studies

37% science

4% other

necessarily have a direct impact on the grade. If you’re doing your homework and you’re using it the way you’re supposed to be — completing the problem, asking questions if you don’t understand — then you will have the ability and the opportunity to prepare yourself better for the exam, which does have an impact on your grade.”

Cheating in high school is one thing, but it cannot be easily done in the real world. Skills learned in high school will lead a student through college and, eventually, onto a job of his or her own.

“I think [cheating is] not learning the content, not holding yourself accountable, always taking the easy way out and claiming someone else’s work for your own,” Hawks said. “Eventually, whether it’s in high school or in college or in the workforce, you will be responsible for producing your own work. Developing the discipline to having your own ideas and to think on your own are not just skills you can turn on overnight. School provides the best opportunity to demonstrate those types of skills. If you’re passing up on those types of opportunities by cheating and stealing someone else’s work, then you’re not developing that light of thinking. So, I think in the long run, it has major effects on work ethic and perseverance.”

Students all face the stress that comes with trying to balance their school responsibilities and their lives. It may be difficult for a student to fit in reading for their English assignment or an extra hour of studying for the next math quiz. Folders and deadlines

| 21 | 21

“I don’t know if it’s less stress, because if you know you’re cheating, there’s the constant fear of getting caught and that creates a different type of stress. But I do think it’s less pressure to prepare for a chance for a better grade. If you know that the people around you are going to be doing well on their exams, you can leave there feeling very confident that you did well if you didn’t get caught.” | mathteacherbrandonhawks

can only do so much to prevent cheating.

But, as enticing as it is, a student who cheats is hurting no one but him or herself. At the end of the day, what it all must boil down to is the individual and the standards he or she sets for him or herself.

“It’s something that is more frequent than it needs to be,” Hawks said. “To be honest, there’s really no place for it.

It’s simply just an accountability piece, and the people who don’t cheat are committed to the learning process, have strong character and do the right thing when no one’s looking. I think that’s an expectation we can hold of all people.

I encourage people to collaborate, but everyone should know the difference between collaboration and working together versus cheating and taking someone else’s work for their own. I don’t see a place where anyone benefits by cheating, especially in the school setting.”

| summerlyon

22 | news / the standard / dec. 2016

Disney students explain how Disney

Snow White

Cinderella

Aurora

Ariel

Belle

1937

1950

1959

1989

1991

D

iversity according to Merriam-webster.com is, “the state of having people who are different races or who have different cultures in a group or organization.” Through the years, Disney has created a multitude of princesses with different backgrounds, strengths and weaknesses. However, Disney’s first non-Caucasian princess was not created until 55 years after the making of Snow White. That princess was Jasmine. Since Jasmine’s debut in 1992, three more princesses with different ethnicities have come out. Recently, the newest princess, Moana, has sparked more interest in the diversity of future princesses. The actors voicing the characters in the film have roots in the Pacific Islands, where the film takes place, making it different than the other animated princess films.

Diversity club leader junior Mahrukh Jamal said she grew up around Disney films. Jamal said she hopes diversity will continue in Disney movies, but currently all she sees is a single ethnicity displayed.

“In ‘Aladdin’, it’s not like a diverse amount of people in the

Jasmine Pocahontas

1992

1995

movie; it’s always one ethnicity shown,” Jamal said. “For example in ‘Mulan’, it’s only Chinese people and in ‘Aladdin’, it’s only Arabian.

The only movie I can currently recall that’s remotely diverse is ‘Pocahontas’. So not typically I see diversity, but when there is, it’s only a specific group of people.”

When it comes to the 55-year gap, sophomore Anna Hansen, who said she is an avid Disney fan, said she thinks the period was the contributing factor to the lack of ethnicity.

“I think that it took so long because this is an ever-changing world,” Hansen said. “During those years, ethnic diversity became a lot more important than it was in 1937. I am kind of upset that it took them so long, but I’m glad that they are actually doing something to change and improve.”

Similar to Hansen, Jamal said she agrees that with Disney including more ethnicities, society is headed toward a better future for the next generation.

“I think this is a step forward in our future — a step forward toward acceptance and embracing cultures,” Jamal said. “As

| 23

Diversity

princesses have diversified through the years

Mulan

Tiana

Rapunzel

Merida

Anna

Elsa

Moana

1998

2009

2010

2012

2013

2013

2016

Disney progresses, it won’t be a matter of ethnicities; it will be accepted as a normal thing. I hope one day diversity will be a norm.

As children grow up and absorb different cultures, they will take pride in who they are and I hope other people will support them.”

In 2015, John Lasseter, Walt Disney Animation Studios and Pixar Animation Studios Chief Creative Officer, made a statement about the future of diversity in Disney films at the Cannes Film Festival.

“It’s very important to us to have female and ethnic characters,” Lasseter said in the statement according to The Washington Post.

“It’s grown in importance over time. As you’ll see in future films, we’re really paying attention to that. We have been seeing more and more women, and more and more people from all over the world starting to work with it. That’s exciting. I think it will get reflected in the characters.”

Sophomore Regan Kerr said she occasionally watches Disney films, and she thinks the release of “Moana” has helped diversify the princesses and add a positive light to it.

“Recently the new movie ‘Moana’ came out, showcasing a race other than Caucasian,” Kerr said, “This helps to show that the princesses are representing more groups.”

In an attempt to justify why this acceptance to diversify hasn’t happened quicker, Jamal explained our country’s history. “America has a history of not accepting diversity,” Jamal said. “No matter how we look at it, that’s the truth. There’s only six genes that determine the skin color of a being. Out of 25,000 genes only six have separated people into separate groups. It took years to get over the fact that it doesn’t matter if someone has a darker skin tone than you. It’s disappointing that Disney took that long, but it’s also not their fault because it’s how we’ve grown up; it’s how America’s grown up. It’s how we’ve been exposed.”

| jennahope

24 | news / the standard / dec. 2016

school aims to come together following the election

W

ednesday, Nov. 9. A variety of reactions can be seen in the halls.

Some students run through the halls decked in Trump merchandise — hats, shirts and signs. Some wave American flags. Students shout “Trump” as they enter the school. Students cry in the counselor’s office. Some students seem to be largely unaffected.

It is the day after the election of Donald Trump, who will be the nation’s 45th president.

Senior Broc Putnam said Trump’s win came as a shock to him.

“There was a lot of surprise because, as a Republican, I didn’t think he was going to win,” Putnam said. “538.com had him at like a 27 percent chance of winning. It had the Senate at a 15 percent chance of remaining Republican. Everyone was like, ‘That really just happened’... There was a lot of emotion; there was a lot of tension.”

Counselor Kristi Dixon said tensions and emotions were very high at school in the days following the election. She said nationwide strains were mirrored in the school.

“Just like in any situation we are kind of a little microcosm of the world at large,” Dixon said. “I think we were what the rest of the country was experiencing on a smaller scale.”

As of Nov.18, the Southern Poverty Law Center, which tracks occurrences of hate crimes, had recorded 701 reported hate crimes since the election. These included anti-immigrant, black, Muslim, women and LGBT occurrences, swastika vandalism, as well as anti-Trump incidences. Senior Abby Fry said she tries to stay updated on such acts.

“I try to pay attention [to the news] and there have been schools in the United States where students have run through the hallways chanting the N-word and telling black students ‘it’s your turn to go pick cotton’ and ‘go back to Africa,’” Fry said.

In such an incidence, according to The Washington Post, a student on the University of Michigan campus was approached by a man with a lighter and was threatened to be set on fire if she did not remove her hijab. This event has been considered a hate crime and has been reported among other threats or harassments following the election.

However, although many incidents were directly targeted at minorities, according to the Southern Poverty Law Center, not all of the incidents reported directly correlated with the election and not all the occurrences could be verified.

“Violence has also gone the other

| 25 way; there definitely were people who were Trump supporters who had physical altercations and got into a fight with somebody because of who they voted for in the campaign,” Fry said. “All of those things are unacceptable. I don’t care who you voted for; I don’t think you deserve to be hit or feel uncomfortable in your country.”

Southwest has not been immune to the post-election sentiment. The school’s reaction has largely mimicked that of the nation.

“I think the school has reacted pretty on par with the rest of America,” Fry said.

“There have been a ton of inappropriate things that have happened at Southwest, but those mirror the exact same things that adults are [doing] outside of Southwest ... People are setting a pretty terrible example.”

Junior Rachel Holzer said while political relations between candidate supporters had never been strong during this campaign, anti-sentiment grew especially after election day, causing a rift in the school.

“The school has always been divided because of the election, but it was even more so, especially because everyone thought Hillary was going to win,” Holzer said. “I know on Tuesday I felt very confident and I was not worried, but coming in on Wednesday was dreadful.

About half the school was celebrating and running around the school with Trump flags and the other half of the school was sobbing.”

Putnam said political relations were not aided by some Trump supporters’ reactions to the election win. He noted the number of students post-election walking around school wearing American flags and Trump hats. He acknowledges wearing Trump products himself before election day, but said many people have gotten out of hand.

“When we had the election party [in class], I went all out because when else are you going to be able to do that?” Putnam said. “After the election happened, I put all of that stuff away. I’m not going to wear any of it to school; I’m not going to wear anything like that. Gloating is not a classy way to go about an election win. You win and then you move on.”

Putnam said he witnessed many students still sporting their Trump gear in the days following the election. Along with the Trump presence witnessed in the school in the days after the election, came reports of what some students have considered bullying or hate-speech.

However, assistant principal Jason Peres

26 |

“On my poster I wrote, ‘Be the light.’ ... Light in the darkness sounds really cheesy, but instead contributing to the darkness or being caught in the darkness, you can be someone’s light.” | juniordarbyrolf

“People needed encouragement, like, ‘Hey, this is a safe place.’ You shouldn’t have to feel scared coming to school.” | seniorneilbhatia

said it’s hard to classify these actions from an administrative point of view.

“Normally what we classify as bullying is pervasive actions toward an individual to hurt that individual,” Peres said. “It’s hard for me to label it as bullying. I would say for some of the kids who came in who were a little emotional, they definitely felt harassed. When we talked through it and talked with all the parties I feel like most of it was solved. Now, I could be naive because I’m an adult here and kids watch what they say around adults, but I haven’t had reports of excessive bullying.”

Holzer said she personally experienced targeting in the days after the election.

Shocked at the outcome of the election, she said her arrival to school Wednesday morning was met with scrutiny from her peers.

“I walked into the doors sobbing,” Holzer said. “I was very upset and there were people laughing at me. They were shouting ‘Trump’ and ‘butt-hurt feminist.’

That hurt a lot. I didn’t end up going to most of my classes that day. I ended up sitting in the counselor’s office for all of first hour just crying.”

Holzer was joined in the counselor’s office that day with multiple others who were upset at the outcome of the election and fearful about their futures. Dixon said on Nov. 9, there was a lot of activity in the counseling office, but it was an open space for all students.

“It was a busy day for the counseling office, which doesn’t upset us in the least because it’s our whole purpose,” Dixon said. “We have a specific mission and that is that all kids at Southwest know that we are a safe place. So, on that particular day, there were students who weren’t feeling especially safe. So, I’m glad that they realized that the counseling office was a place for them to be. It was a variety of different concerns, but I would say overall it was concerns about ‘what does this mean for the future?’ Not necessarily people who were just angry because their candidate didn’t win, it wasn’t that kind of thing. It was ‘this could quite possibly change my life in a negative way, and that’s scary.’”

In the weeks since the election, Holzer said she has been challenged to reintegrate with her peers because of these comments.

She said she classifies her ethnicity as “Chicana or half-Mexican” and said she had overheard disparaging remarks about people of Mexican descent in the hallways.

“It has been very hard to reconcile with basically half of your peers because they say they do not value your life because of your ethnicity,” Holzer said.

Though Holzer said she is not satisfied

with the administration’s handling of the situation, she recognizes the difficulty the school faces. She said the administration is charting new territory in this post-election stage and has the challenging task of balancing student freedom of speech and rhetoric which infringes upon the rights of others.

“In our position, we have to protect all kids and we have to protect the speech of all kids,” Peres said. “So for a kid to come in, they should have the right to promote their viewpoints and their opinions, but they can only do that at the point where it’s not harmful to someone else; that’s really our biggest issue as a school.”

Additionally, hostile speech can not be pinned exclusively on supporters of a single candidate, as supporters from both sides have reported being harassed.

“It has been predominantly one-sided, but I’d be lying if I said that it’s only one side,” Putnam said. “A friend of mine said the day after the election he was [come] up to by a freshman who asked if he supported Trump, and she called him a racist, bigoted a-- for doing that.”

Peres said the administration has investigated all reports of hate speech in the school, but have not classified any as so, as none can be proven to be targeted at hurting a specific student. He said most of the language stemmed from excitement over a candidate.

Additionally, junior Will Beaman said he didn’t understand why repeating Donald Trump’s name would make someone upset.

“It was kind of weird because people were getting mad even when they were just saying Trump’s name,” Beaman said.

“It’s just the name of the new presidentelect, so I don’t really see why you would get worked up about that.”

In response to the strained tensions created by the election, a group of students organized a rally with a message of unity.

Around 95 students made signs and stood in the courtyard the Friday after the election to remind the school community everyone was welcomed and supported.

Fry was one of these participants. Her sign read ‘peace prospers.’

“It just seemed like the right thing to do, regardless of how some students feel about the outcome of the election,” Fry said.

“Everyone deserves a safe academic space; a place where they don’t feel threatened while they learn. In the days after the election, that was not what Blue Valley Southwest was, and it seemed important to let students and staff members know that I and a bunch of other people were committed so that everyone felt safe at school.”

Fry said the rally was not meant to change people’s minds about politics, the election or their behavior. She instead said her reason for participating was to support those who may have felt harassed and to provide solace for all groups of people.

“I’m not naive enough to believe that a protest — for someone who is racist or sexist — is probably going to change their mind, but it is important to let people know who are dealing with the aftermath of the election that if they don’t feel safe walking to their car after school or walking down the hallway, that I would love to walk with them,” Fry said. “I believe they have a place at our school and a place in our country and are wanted and appreciated.”

Holzer said the rally also encouraged her personally by giving community support to something she had felt targeted by.

“I think the protest, while it did not solve all of these issues, helped to create a sense of solidarity among disproportionately impacted students,” Holzer said. “It helped remind me, personally, that there are still people who go to this school who still love and accept me, despite my ethnicity.”

Responses from the school community have been mixed. Fry said she overheard people talking about how impressed they were with the rally. Peres said he appreciated the message and the cooperation between staff and rally organizers.

“The people that organized it let us know what their vision was, and we support their vision,” Peres said. “Their vision was ‘let’s bring the school together.’

One thing we made sure with them was that their message was about unity. So, it’s hard to argue with that message.”

However, unfavorable opinions have been expressed along with the positive feedback.

“I definitely heard some negative remarks of ‘I don’t get why a bunch of white women are standing in the courtyard and saying these things,’” Fry said. “To those people: you’re right; it was a lot of white women. But that doesn’t mean when I see something absolutely unacceptable that I shouldn’t say something.”

Putnam observed the rally while walking into school. He said he did not have a strong opinion either way, but noticed other groups of students watching who did. “[The rally] was just people expressing their first amendment rights and some people who took it the wrong way,” Putnam said. “But that’s their problem. Kind of like Colin Kaepernick not standing up for the flag. I don’t approve of him doing that, but he has every right to do it. They have

every right to go out and rally, everyone who did that, but people who thought it was offensive, that’s too bad for them … I thought it was a good message they were trying to spread and some people took it the wrong way.”

Some students voiced objections to the rally on the basis that it was on Veterans Day, disputing the rally should have instead been held in support of veterans.

Beaman said the message of the rally was fine, but he thought it should be about the holiday instead.

“I was slightly confused as to why they were getting together for something other than Veterans Day,” Beaman said. “I thought if you were going to get together, it should have been about Veterans Day.” Dixon said she thought it was a good day for the rally because it exercised a right that veterans fight for.

“I think there were some people that were concerned that that was an inappropriate way to acknowledge Veterans Day,” Dixon said. “I thought it was the exact right thing to do on Veterans Day because one of the things our veterans continue to fight and die for is our right: our rights to do things, our rights to free speech, our rights to have a free and appropriate education. That’s one of the things they fight for, they sacrifice for. I guess I don’t know if people would have seen it as unpatriotic, but I didn’t see that at all. My personal viewpoint is that it wasn’t about patriotism, or lack there of, it was about ‘Hey, this is our school and we’ve got to stick together and keep this our school.’”

Peres said he sees some good coming out of this election controversy, as it has made people pay attention to politics.

However, he said both sides need to align with the message of the rally and compromise for the good of the nation.

“One positive thing about it is it has made our system of democracy at the forefront of everyone’s thoughts,” Peres said. “The negative thing about it is I do think people are carrying around some emotional baggage about this election because of the way the debate was handled [and] because of some of the messages the candidates have delivered. I think people on both sides are just feeling upset; they feel like there is conflict. But I think in the end, we need to just [remember the] rally message about unity and coming together.

We are a democracy; everyone votes, everyone has an equal say. We have to put this back together and move forward.”

| donnaarmstrong | lilliehoffart Photos by Donna Armstrong

| 27

“If something bad is happening and I am able to identify it, I don’t understand why I shouldn’t speak out ... Sometimes it’s important to stand on a table in the courtyard and say, ‘I’m not a racist.’” | seniorabbyfry

28 | feature / the standard / dec. 2016

Dynamic Duos twins explain their unique relationships

S

itting in their basement, freshmen Maya and Marissa Mondock rifle through old sheet music. Maya grabs her saxophone and Marissa her clarinet, and together they play through the music, remembering the practice that went into each and the performance, not only with the band but with their sibling.

Marissa and Maya are one set of twins at the school where they participate in many activities together. From a young age, they said they have gotten along with each other and are best friends.

“We have our fights, but it normally ends with us laughing at each other,” Maya said. “We just fight about small things — we never fight about anything really big — and we usually end up resolving it in about five minutes.”

Since they get along, Maya said there isn’t really a downside to having a twin. Marissa said having a twin is like “a built-in friend.”

“If you’re at lunch and there’s no other friends there, you just sit with them and it’s fine,” Marissa said.

Marissa said they spend a lot of time together, especially since they are the only siblings left at home. Since they said they do everything together, Maya said they have a lot in common, from personality traits to favorite activities. Both girls said they enjoy playing their instruments, listening to music, playing cards and watching “The Office.”

“We like the same music, and we pretty much have the same personality,” Maya said. “I like some things that she doesn’t, like volleyball and different hobbies, but it’s OK because you have to be different or it would be weird. You have to have something that makes you different from your sister.”

Despite some differences, Maya said she loves being a twin, and her life would be empty if she didn’t have one. “[The best part about having a twin is] having someone always there,” Maya said. “It’s not just because it’s awkward when they’re not there, it’s because they’re your best friend.”

Freshmen Maya and Marissa Mondock practice their instruments together on a Thursday morning before class.

Seniors Brittany and Megan Meckler

Juniors Zac and Jack Palecki

| 29

S

eniors Brittany and Megan Meckler said they share everything from clothes to their friend group.

“She’s always been there for me,” Megan said. “We literally do everything together ... so it’s weird if I go long periods without her.”

Megan said she enjoys being a twin because they are best friends, and she likes sharing everything with Brittany, especially their birthday. She said they also share many personality traits, such as being funny, sweet, and generous, but they are by no means the same person.

“I have to have some days where I just stay home and relax, and just be in pajamas, and other days I go outside and hang out with my friends and stuff,” Megan said. “Brittany has to be constantly busy all the time, and I’m not like that.”

Megan said it can be frustrating when people assume they are the same person, as that is how the media often portrays twins, and this is not true in real life.

“The biggest misconception about twins is that we’re the exact same people and we’re not.” Megan said. “We

J

unior Zac Palecki said the connection he has with twin Jack is much more than a normal sibling.

Since they are the same age, he said it helps to see a different perspective when going through the same things.

“He may see something differently than I do and it may help me,” Zac said. “[It helps with] school work, and having somebody to talk to most times.”

Other times, Zac said their interests outside of football and a shared love for the outdoors are contrasting.

“He likes to do performance arts, and I like to do photo editing and that

obviously have similar personalities but we are very different and all my friends will say we’re very different.”

In TV shows or movies, Megan said

“I feel like Megan and I, we have much more of a deeper connection. Since we’re the same age, we understand what each other is going through, so we relate to each other better.” | seniorbrittanymeckler twins tend to be comical, overdone, and cheesy, making fights dramatic, but in real life, their relationship is more like best friends.

“A lot of them say the same things and dress completely alike and are

kind of stuff,” Zac said. “He likes to do the performing aspect and I like to do the behind the scenes.”

Because of these different interests, Zac said he does not see them going to the same college but thinks they will end up close to each other. Besides different interests, he said their personalities are what they are told are the most different; however, they are still often confused for one another.

“It’s pretty hard to tell the difference if you don’t know him or me,” Zac said.

“I think we look a little bit different. He seems like he’s taller when we’re right next to each other, but it’s just really

clones of each other, but twins — we’re separate people — and movies make them look like the exact same person.” Brittany said. “The one thing that’s not really great about having a twin is nobody knows who I am a lot of the time, if I’m Megan or Brittany.

I understand that, but, it’s also pretty annoying.”

This confusion is quite common for them, Brittany said. However, their similarities were not enough to keep them from being discovered when they attempted to switch places on April Fool’s day in sixth grade. Megan said another drawback is financially, it could be a setback for their parents to pay for college for both of them at the same time, but besides that she loves having a twin and the strong relationship they share.

“I feel like Megan and I, we have much more of a deeper connection,” Brittany said. “Since we’re the same age, we understand what each other is going through, so we relate to each other better.”

small stuff.”

Zac said people confusing them is really the only downside to having a twin, and that he doesn’t mind sharing most things, including a birthday.

“I think it makes it better,” Zac said.

“Having the same birthday is kind of cool. It’s a weird connection. It’s something you don’t have if it’s just your brother.”

| meganflood

30 | feature / the standard / dec. 2016

GAMERS ON THE GROUNDS gaming students share their experiences with playing during school hours

E

very Thursday morning in the library, sophomores Kale DeYoung and Logan Hunter bring two tables together, drag over a few extra chairs and await the arrival of their peers.

DeYoung sits at the head of the table, Hunter at his left, as they watch more and more people flood into the room.

Suddenly, their atmosphere transforms, and surrounding them is the world of Dungeons and Dragons — a world they collectively created and formed piece by piece every late arrival.

Dungeons and Dragons is one of the first fantasy tabletop role-playing games that has been popular among adolescents since The 70’s and, according to the Washington Post, has regained popularity recently due to the release of

the latest edition of the game. DeYoung said it had always been relatively well known and is still being played at game shops around the country.

“I grew up hearing about people playing Dungeons, and then Kale invited me to play with him,” junior Rachel Humbert said. “So I did.”

Hunter said Dungeons and Dragons pioneered the tabletop gaming phenomenon, being apart of popular culture and appearing in shows like the recent Netflix hit “Stranger Things.”

Because of this, Hunter said more and more students are interested in the game and appear in the library during late arrival.

“Everybody has their characters, and like with this morning, theoretically you could do whatever you want,” Hunter

said. “But there is an actual system and you have to roll and see what happens.”

Players can make up their own characters in the game, and as Hunter said, do as they please within the rules the Dungeon Master (DM) has made.

The DM typically sets up encounters between player characters and nonplayer characters, usually creating altercations in which participants have to fight off monsters.

“I suppose what really sets it apart is the fact that there’s a guideline to how things happen in the game — it’s not just a hot, chaotic mess of characters doing this and that,” Humbert said. “Though, it does have a really diverse range of how you can play it within those guidelines.

One game you could be a dragon-slaying knight and the other game you could be

Sophomore Will Kennedy, | 31 freshman Sean Knight, junior Shannon Baird, sophomore Meaghan McNair and sophomore Kale DeYoung sit at two tables and discuss the motives of their characters in Dungeons and Dragons.

a laser shooting cyborg, you know? I mean, there’s really no limit.”

DeYoung said he takes out time every Thursday morning to be the DM, and said it can take up quite a bit of his personal time. To him, it’s all worth it.

“I find it worthwhile for the social experience that people can get out of it and just playing through scenarios with risk or luck to guide the player,” DeYoung said. “I find it fun being able to create a world and see how people explore it and react to events I’ve placed around it.”

Dungeons and Dragons isn’t the only game played in the hallways. Senior Cameron Bates uses his free time in his seventh hour class to play a card game called Yu-Gi-Oh with his buddies.

“It’s not like Go Fish or anything

like that,” Bates said. “It requires skill; it requires a lot of knowledge about the game, and it takes a while ... it’s hard to pick up and it’s hard to master. It takes a lot of time. I play it for fun; I don’t really try that hard.”

Bates said the game usually gets a bad rap as it is naturally targeted toward children. However, he feels those who judge him are being hypocritical.

“Why do college students play Pokémon?” Bates said. “Why did half of the nation play Pokémon Go when it first came out, even though it’s marketed toward children? It’s just something fun to do, and, honestly, if I found fun with it, I don’t really care who it’s targeted for. ‘Why can’t I?’ is the real question...

Nobody told me not to, so I did it.”

Bates said he doesn’t want to obey

the standards society has draped upon millennials.

“I feel like a big problem with a lot of people today is that our society has told us what is right and wrong — what is socially acceptable. As long as what you want to do is legal and fair, I think you can experiment and have fun. I feel like that’s what the game is supposed to be about: having fun.”

Along with playing games comes the title of gamer, as well as the debate on what qualifies as a gamer. Bates said that anyone could technically be a gamer, but some students beg to differ.

“When you say ‘gaming,’ I usually tend to think about computer games,” Humbert said. “A lot of the people in our group are gamers — I guess because they play

32 | feature / the standard / dec. 2016

a lot of computer games and stuff. I think that we’re just a bunch of cool nerds doing a bunch of cool nerd stuff.”

Games have taken on many shapes and forms, from cards in someone’s hands to pixels on someone’s screen.

DeYoung said he appreciates the complex nature of the game, feeling the skills he has learned are helping him in his day-to-day life.

“It’s important that people are still playing because that means there is a general community that’s friendly and that have a lot of bright new ideas and a possible social outcome,” DeYoung said. “That’s the product of playing these types of games.”

| emmaolinger

Students freshman Olivia Nelson, sophomore Logan Hunter, freshman Brianna Studna and sophomore Will Kennedy enjoy spending their late arrival in the library playing table top RPGs.

28 | feature/the standard/ dec. 2016

30%

of students say they spend $0-5 on eyeshadow

“I spend anywhere from seven to 30 minutes on makeup. It just depends on what the occasion is or where I’m going that day.”

18%

l sophmorelaurengolec

of students spend $50+ on eyeshadow

41 %

of students spend $0-5 on contour/highlight

20%

14%

of students spend $11-20 on bronzer

spend $11-20 on contour/ highlight

38%

of students say they spend $0-5 on bronzer

The face of makeup 110 makeup users were surveyed on how much they spend on makeup l taylorfalkner

| 29

38%

of students spend $0-5 on blush

22%

of students $11-20 on blush

14% 26%

of students spend $20-40 on foundation

29%

of students spend $11-20 on foundation

of students spend $6-10 on mascara

30%

of students spend $6-10 on mascara

“[My favorite makeup product is] probably eyeshadow or highlighter, because you can do a lot of different things with it.� l junioremmarobertson