JagWire, a monthly publication of Mill Valley High School, is printed by Valley Offset Printing
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2024-25 STAFF
Editors in Chief
hailey perrin
editor in chief
avery clement
editor in chief
madelyn mulryan
editor in chief
Online Editors in Chief
maddie martin
online editor in chief
ian chern
online editor in chief
evan leroy
online editor in chief
Copy Editor
maddie martin
online editor in chief
Staff
ryan bloomer
writer/photographer
kennedy botkin
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jake brown writer/photographer
natalia castillejos-ramírez
writer/photographer
oliver feiring
writer/photographer
mya franco
writer/photographer
eva hernandez
writer/photographer
The Kansas Student Publications Act guarantees the same rights for student journalists as are guaranteed for professional journalists. These rights include, but are not limited to, all First Amendment rights, including the rights of freedom of speech and the press, insofar as published items may not contain libelous, slanderous or obscene statements, may not incite or promote illegal conduct and may not cause a substantial disruption to normal school activity. This law also prevents censorship of any kind by the adviser, building or district administration.
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We value your opinions. If you wish to submit a column or a letter to the editor to the JagWire, you can do so by handing it in to a member of the staff or to the print journalism room (C101). Additionally, you may email any member of the staff with opinions, as well as tweet us at @millvalleynews. Anonymous content will not be accepted. Please understand that we have the right to edit all copy that runs in this publication.
doreen mahugu
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quinlyn peters
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saige pretz
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hannah stephensen
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abby stidham
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Men’s mental health has been a disregarded aspect of society for years. According to the Priory Group, one in eight men have reached out about mental health issues compared to one in five women. It shouldn’t be this way; men should be able to reach out and get help.
Most people struggle with a number of things throughout their lives, but how often do people really talk about it? The biggest killer in men under 45 is suicide.
This could be due to stress from school, work and peers among other things. It is important to understand the stigma around men’s mental health and how to help.
In general, men are more apprehensive to reach out for a number of reasons. Some of these reasons include: men feel too embarrassed to admit they need help, they don’t want to appear weak, and there is no one in their lives to talk to as well as a negative stigma around men’s mental health. There is an overarching idea surrounding these reasons: lack of trust.
Men feel as though they cannot trust themselves or other people due to the stigma surrounding men’s mental health. This most often stems from ideas in popular culture such as movies and shows that portray the need for men to be strong. Certain cultures paint the stereotype of men as being stone- faced and strong willed. There are religious ideals that promote the need for men to be working instead of
women, as well as politics around the world having mostly male candidates affects how men see themselves.
Men are expected to be the strong and level-headed members of society. Therefore, talking about mental health issues might appear weak. As a result, men are less likely to reach out about struggles. This however is a common misconception. There are people and resources out there to help with whatever students might be going through.
There are plenty of resources out there to help men understand and validate their feelings. Reaching out to friends, family and therapists is always a good first step. Many schools also have licensed social workers that are trained in supporting mental health. There are also hotlines that can help connect people with others that are ready to listen, offer feedback and provide comfort. A few of these resources include: the National Suicide Prevention Hotline, the Johnson County Mental Health Hotline, Better Help online therapy, as well as Substance Abuse and Mental Health Services Administration (SAMHSA,) where you can text or call to find nearby help. However, there are ways students can help. Reaching out to one an-
by jagwire staff
other, listening and understanding another person’s feelings, whether someone is your friend or not, is one of the best things students can do to be there for your peers. Students can also be, there for friends and family when they need it most. Reaching out to your friends and being willing to listen may seem like a small thing but it can go a long way.
There is no one solution to ending the stigma behind men’s men- tal health. The most important first step for students is to reach out and ask for help.
FINANCIAL WHIRLWIND
Last May an Ef1 tornado leaving costly damages all over the school’s campus
by madelyn mulryan editor in chief
After a tornado damaged the football scoreboard, soccer locker rooms, ticket booths, gym floor, baseball scoreboard, soccer equipment and the tennis storage shed on Thursday, May 20, the district spent the summer scheduling repairs. Estimated cost for the repairs, paid for by insurance, will be 1.4 million dollars.
While most damages have been fixed, the soccer locker rooms have not and the football scoreboard wasn’t fixed until after the first game.Chief of Operations Brian Schwanz created plans to fix these damages.
“About 5:30 [that morning] we started getting phone calls that there was damage to Mill Valley,” Schwanz said. “We immediately came over to Mill Valley and start- ed assessing the damage and figuring out what we needed to fix [right away].”
Throughout the summer, Schwanz has been working to coordinate the fix of most of the damages.
“It’s time-consuming, you have to work with our insurance company and vendors to get quotes on and you have to [prioritize] what needs to be fixed first,” Schwanz said.
While most of the damages have been fixed, the soccer locker rooms are still destroyed. Junior Cayden Rotich, on the varsity soccer team, details how using B-123 as their locker room has affected their practices.
“It’s a lot different because we’re carrying our practice stuff all the time, so that’s a hassle,” Rotich said. “There’s less room for us to mess around because that’s what we did in the locker room
for the most part. Now we change and get right to practice.”
Not only does not having a locker room affect practices, but it also changes how games are. Ro- tich explains how the chemistry be- tween the team has changed.
“To pregame, everybody would go to the locker room, turn off the lights and turn up the speakers and just mess around,” Ro- tich said. “After home wins, there’s a World Cup trophy that we have, and we’d throw it in the air and scream.”
REPAIR COSTS
The damage to the soccer locker rooms will not be fixed for at least a couple more months, according to Schwanz.
“[Fixing the locker rooms] is a quite a process, we have to work with the city of Shawnee on building permits and special inspec- tions,” Schwanz said. “It is like a big jigsaw puzzle that we’re putting together.”
(left) The football scoreboard damaged after the storm on May 20. (Right) Football scoreboard after the repairs done on Sept 5. photo on left by thomas helm, photo on right by evan leroy
FINDING COMMON GROUND
by ian chern online editor in chief
FNew clubs give students chances to meet with others with similar interests
rom guest speakers to service projects, new clubs - the Common Ground and the Psychology Club - have already begun meeting, each welcoming students to join.
Common Ground was started by sophomore Victoria Guess who wanted to create a place at school where she could celebrate her Catholic faith.
“I haven’t found an environment where my faith has been valued and I’ve never found that any- where here, so I wanted to create a space for [students] to come together and pray in the morning,” Guess said.
Additionally, Guess felt like there were others who shared her
views, which helped create and make goals for the club.
“I think talking to people and seeing if people were interested was a big thing when I created the club,” Guess said. “Eventually, I would like to have guest speakers come so students can listen to them.”
The Common Ground holds meetings before school once a month in GL-101. Guess hopes that the club can be a relaxing space before a long day at school.
POPULAR CLUB TYPES
“I hope to just create a community where kids feel welcome and feel like peace in the morning, before having to do a whole school day,” Guess said. “Usually we’ll pray the Rosary, have some donuts, have a good morning and then sometimes we’ll talk about community service.”
The Psychology Club was started by seniors Emma Ronning, Maggie Wieland and Celeste White, who hoped to learn more about psy- chology beyond what the school offered.
Freshman Arthur Kaemmer and sophomore Victoria Guess pray the rosary at the new club Common Ground the meeting of Common Ground Tuesday, Sept. 10.
During a club meeting in physiology
tell the psychology club members about a survey they created to measure cognitive psychology and motivation of students. photo by mya franco
“I took AP Psychology last year and I kind of always had an interest in psychology, and after learning more about it in school, it kind of just fed my interest more,” Ronning said. “We all just wanted to explore more outside of class.”
The Psychology Club holds meetings after school every other Tuesday in B-234. Each meeting is unique, according to Ronning.
“We’ve kind of done a different thing every meeting,” Ronning said. “So at our next meeting, we’re gonna do a little survey of the school, trying to combine cognitive psychology and motivation. Then we are also going to have guest speakers talk about careers in psychology.”
Even though they just began, the club has goals for the future.
“We wanted to do some sort of mental health oriented service project with JagPRIDE,” Ronning said. “We also wanted to do something like fundraising for Zero Reasons Why or the Trevor Project.”
Along with the Common Ground and the Psychology Club, other new clubs, the Multicultural Club and the French Club are working to begin meeting as well.
photo by mya franco
teacher Mrs. Jones room. Seniors Margret Wieland, Celeste White, and Emma Ronning
KRISTEN HUANG
SIRI CAMPBELL
SARA SEDGWICK
English teacher Sara Sedgwick decorates her room with educational student projects. photo by avery clement
“I don’t put many of my own things [in my room], because I want students to feel like it’s their space too.”
“I just love art, I’m not an artist [but] I just appreciate it a lot,” Huang said. “I can remember coming back and this piece was left for me, like specifically left in the office.”
“My hope is that they feel comfortable when they come in here, because it feels homey, and another reason I have the desks like this is because we do roses and thorns a lot, and I want my students to get to know each”other, and once they do, they feel more comfortable.”
“I really like a space that feels comfortable, welcoming, and warm. I want to feel like as a teacher, I’m approachable, and kids feel comfortable and safe coming here.”
“I like to have my memes up there so kids can see, kind of my personality, and like what I think is funny. And I like to make connections with what’s currently going on in the world, and kind of have that in my room.
JEFF WIELAND
“I try not to do much to the wall. Especially the front so it’s easier for some students to focus. I don’t get distracted, but then I also have information that would be helpful for them to use as we go throughout the day.”
“I try to put things on the wall, I think have some relevance, but not be overwhelming.”
“I think the stuff you put on your walls isn’t just decorative. There should be a function to it and if there isn’t one, then I feel like you can get into the world of distraction.”
English teacher Kristen Huang displays student artwork throughout her room. photo by avery clement
Spanish teacher Siri Campbell makes her room decor fun so that students feel comfortable. photo by avery clement
History teacher Jeff Wieland decorates his room with learning tools for his students including his poster of Abraham Lincoln. photo by avery clement
DECOR’D OUT
leroy online editor in chief
To personalize their classrooms, teachers explain how they prefer to decorate by evan
by maddie martin online editor in
chief
What type of desk arrangement do you prefer in the classroom?
Do you use teachers’ classroom decorations (ex. couch, pillows, stuffed animals, blankets)?
WORKING COMFY
Student’s opinions on how teachers decorate their classrooms
Survey of 149 students
MADELINE BYRD-WRIGHT
“I spend a lot of time here, and I want to feel like this is my space,” Bryd-Wright said. “Personalizing your space is such a huge part of your personality, and it can show a little bit of [who you are]. I want to have a space that reflects who I am in a way.”
“I try to make [my room] not super overstimulating because that can be really distracting and a little overwhelming. I try to make it a little bit more on the calming side.”
English teacher Madeline Byrd-Wright feels it is important to add personality to her room through decor. photo by avery clement
SHATTERING STATISTICS
School and nation wide statistics showing experiences and opinions of people relating to men’s mental health
OVERLOOKED STRUGGLES
Senior Noah Pham is one of the many students, specifically men, who have struggled with their mental health.
“I’ve struggled with my mental health, and I know a lot of people in my life that have,” Pham said. “Just seeing other people struggle with It has kind of opened up my eyes to how big of a problem [mental health] is in everyone’s life.”
think less of [men] because they’re not as perfect as they seem, but typically it’s a more self-induced reason to not reach out, [men] think that they don’t have problems.”
Even if men take the first step to get help, that doesn’t mean that they’re able to gain support right away. AAMC reports that only 40% of men who had mental illness and went to health professionals were treated.
2 in 3
4 in 5
Men at the school are often uncomfortable when reaching out for mental support.
In just the last year, Mental Health America reports that one in five teenagers has had a serious depressive episode. Over half of those teens -or close to three million youth- never received treatment for their mental illness.
Women are more likely to have mental health issues, as per the Association of American Medical Colleges (AAMC). But the numbers don’t add up. Men die by suicide at a rate of four times as much as women.
1 in 5
ask for mental help
Men, as of 2022, nation wide, have been diagnosed with a mental illness
While men have a responsibility to get aid for their health, society has not been equal in the way that men’s mental health has been treated compared to women. Larger societal factors such as stereotypes or portrayals of men in the media can influence how men internalize their mental health.
The University of California reports that when health professionals are dealing with men rather than women, they’re more likely to be dismissive of symptoms of mental illness. Almost 60% of men who died by sui- cide had reached out to a health professional for withinsupportthat year.
“People tend to ridicule [men] for reaching out,” Sutton said. “This could mean that people think less of [men]
According to AAMC, 80% of suicides are committed by men. One reason could be that men don’t feel comfortable reaching out to their friends for support. And while support systems between peers are always a good resource when needing a pick-me-up, but junior Austin Sutton describes why peers could be hesitant to reach out to their friends.
“People tend to ridicule [men] for reaching out,” Sutton said. “This could mean that people
by hailey perrin editor in chief
by madelyn mulryan editor in chief
by ian chern online editor in chief
by mya franco writer/photographer
Men at the school have had mental health issues
HARMFUL STEREOTYPES
Senior Noah Pham uses social media as a way to speak out about mental health issues and how it has affected himself and those around him photo illustration by abby stidham and avery clement
because they’re not as perfect as they seem, but typically it’s a more self-induced reason to not reach out, [men] think that they don’t haveNotproblems.” all men who have mental health problems are aware of what they’re dealing with. The Amer- ican Journal of Public Health reports that men can have a harder time differentiating depression from stress.
DHS social worker Joe Kordalski describes why men might not reach out, but why it’s needed.
“[Men] want to put on this facade or show that [they] can do it on [their] own,” Kordalski said. “The fact of the matter is that everybody, regardless of your age or your abilities or your sex or gender, has points and times in [their] life when [they] need to reach out and ask for help.”
“I’ve just tried to be very open about [my mental health] and try to be there for other people who need help.”
Senior Noah Pham
According to the American Psychiatric Association in
STIGMA THE
every society and culture there is a negative stigma around mental health. With pressures from family, peers or even entertainment men have often been taught to keep their emotions suppressed.
Carlos Olivas, a para educator, boys soccer coach and father of two, remembers how people outside of his family growing up dis- cussed mental health and how he has seen the conversation begin to change.
“Going back to my generation [mental health] was taboo. [In] this generation people are more open about it,” Olivas said. “Especially in Latino culture there’s no such thing as men’s mental health.”
Olivas recalls how his father raised him differently than other parents at the time.
“My dad brought me up differently than what the standard was, [he raised me to believe that] it’s ok to cry, it’s ok to show emotion, it’s ok to have feelings,” Olivas said. “So that’s how I raise my son as well.”
Pham still notices a stigma regarding men’s mental health despite the general idea of mental health being more widespread.
Finding ways to to recognize and combat negative societal stigmas surrounding men’s mental health
“I think there is a very large, very strong stigma around men’s mental health,” Pham Said. “The way that guys are and guys are supposed to be, they don’t really talk as much about mental health.”
Olivas and other staff members embrace the idea of more open discussions around mental health and try to find ways to help their students through any personal issues they may have.
“We try to make it to where we want people to be happy and feel safe in the space they’re at. [Such as] if sports [are your] disconnect from the pressures of life,” Olivas said. “I always tell my student athletes, ‘leave your problems outside the soccer field, and if you want to pick them up when practice is over you can do so.’”
REACHING FOR RESOURCES
At school, there are many re-
sources that can help students with their mental health, including Kowalski and Resource Officer Hillman.
Knowing how to get help at school is important for all students to learn, and Kordalski shares ways our district can help.
“The more exposure that we can create for families [so they can] learn more about some of the warning signs,” Kordalski said. “the better off we can be.”
Kordalski reaches out to parents throughout the district to come to ‘Remarkably Resilient’. This event is where an invited agency talks to parents. He mass emails parents beforehand so they can come to this informational meeting so that we as a district can be more educated.
“We’ve invited an agency to come in and talk about the brain science behind mental health and resiliency,” Kordalski said. “[They will teach [about] how our brain responds to crisis and stress, and how we can be proactive in taking some steps to kind of slow our brain down and come up with strategies to be effective and to be triggered into that escalated state.”
Officer Hillman, a resource officer, supporter of men’s mental health and a father of
Overwhelmed, junior Austin Sutton stays in place as the world moves without him. Sutton thinks that men tend to keep to themselves because they are afraid of what people might think. Photo illustration by eva hernandez and photo illustration by eva hernandez and avery clement
988 National Suicide Hotline
1-833-441-2240
Kansas Mobile Crisis Helpline
913-268-0156
Johnson County Mental Health Hotline
Survey of
REACHING OUT
Resources students can use if in need of mental health support
two, talks about the school resources and how he uses them to help students.
“If I see somebody that has their head down or maybe crying in the bathroom, then I’ll try to let them know, ‘Hey, it’s ok to cry’” Hillman said. “Then I’ll grab our social worker or somebody else, and talk to them to let them know that there are resources available. It’s okay to be upset and down and sad at times.”
The school has many resources for both students and parents, ranging from counselors to informational meetings for the parents. Reaching out to counselors or other teachers can be a way for students to make the first step in working on their mental health.
Ultimately, it’s important that mental health struggles are addressed. According to SAMHSA, even though reaching out to someone can be scary, it is often the first step to healing and growing.
Similarly, Pham recommends simply reaching out because it can be a big first step to improvement.
Resource Page on District Website
Includes: -Hotlines
-Links to educational videos and websites -Suicide prevention resources
Two Social Workers
Four Counselors
Two Nurses
“You should reach out to someone if you have mental health struggles,” Pham said. “Just initially anyone, and there’s a lot of people who are very helpful and who are there for everyone. The suicide crisis lifeline, 988, is also a really good one, just because they’re always available.”
Another way to address mental health struggles can be therapy. Talking to his therapist has helped Pham work through his own struggles and eventually become more independent.
“I think therapy is amazing and I think everyone should try therapy at least once in their life,” Pham said. “I think that not only is it a good place to open up feelings but also good to help get you in the right mindset to where you can be independent and work on those things by yourself.”
Even though there are a couple different options to address mental health, Kordalski believes that students should find what works for them.
“I think you just have to find what works for you and although that sounds very simplistic, it’s the practice that makes it hard,” Kordalski said.
photos by maddie martin
FUTURE &METRO
(Front of shirt)
This Olivia Rodrigo shirt cost: $45
“I love when concerts seem unscripted and [artists] just talk to the audience. [Olivia Rodrigo] was almost above me at one point and it was really cool to be that close to her.”
-Junior Abby Haney
This Future/Metro shirt cost: $48
(Front of shirt) (Back of shirt)
“I really enjoyed [Future] and his music, and I thought it was fun to go to the concert with my friend. [I enjoy concerts] because I just get to live in the moment.”
-Sophomore Mckenna O’Neill
SUMMER GIGS
by madelyn mulryan online editor in chief by ryan bloomer writer/photographer
Enjoyment of last summer’s concerts, why people went to them and the cost of merch
(Backofshirt)
(Front of shirt)
“The atmosphere and performing makes a concert good. There’s a difference between singing and performing, and Noah Kahan had a good stage presence.”
-Junior Ellyott Edwards
This Noah Kahan shirt cost: $40
This Zach Bryan shirt cost: $60
“[It was cool] that pretty much everybody in the stadium knew all the words to almost every song and we were all singing along. [Zach Bryan had] good vocals. It’s good to be able to hear the artist clearly.”
-Junior Gabe Sommerfeld
(Front of shirt)
(Back of shirt)
HANG IN THERE
Quinlyn Peters shares how ariel silks taught her to persevere through difficulties
When I signed up for my first aerial class in September of my sophomore year, I never thought I’d still be doing it a year later. However, sticking with the class helped me take pride in my own progress. The one-hour classes are split between stationary trapeze and aerial silks, both of which I was terrible at. The day of my first class, my hands were shaking, I couldn’t get off the ground, and I was flushed and sweaty the whole way through. The worst of it was that taking the class was all my idea.
I’ve never been an active person, both physically or in my own life. I was good at most of the creative ventures I took without having to try, and the same went for academics. I got comfortable in
“I’ve seen and earned the small improvements I’ve made. Its felt empoweing in a way that nothing else I’ve ever done has.”
Jagwire Reporter Quinlyn Peters
my niche. I drew comfidence from those effortless sucesses.
Every time I tried to get into a sport, I quit. It wasn’t easy, and it definitely didn’t feel natural to me. I was uncoordinated, chubby and felt too old to be trying something like a new sport. It was my own
by quinlyn peters writer/photographer
insecurities that drove me away time after time.
I spent most of middle school up- set that I didn’t start a sport in third grade and had missed years of opportunities to become good at something. I wasted away middle school with those regrets.
It wasn’t even until freshman year that I realized how stupid I was being. If I kept thinking I was too old to start something new, by the time I’d graduated I’d be looking back at more than a decade of nothing, all for the sake that it was somehow too late.
Harvard Business Review discusses how this shift in perception is the key to convincing ourselves to do hard things. Reflecting on my own thought processes, and making that shift towards what I had missed out on, was the motivation I needed to start looking into what would become my new experiment.
My sister, her friend and I soon signed up for our first classes at an aerial studio. I emerged from the first class utterly humbled. But the class was paid for in six week ses- sions, so I was forced to stick with my commitment. By the end of the six weeks, I’d decided to keep going if only to spend those extra
hours with my sister.
By the end of six months, two things had happened. First, the class had become a comfortable space. I liked my coaches, my peers, and I still had my sister as a lifeline. Beyond that, I had learned the basics of the trapeze skills.
It’s been a year since my first class and my sister is off to college, but somehow I’m still doing it on my own. I’m not exactly sure when the shift happened, but going to my aerial classes has become an eye in the storm of junior year. I’ve seen and earned the small improvements I’ve made. It’s felt empowering in a way that nothing else I’ve ever done has.
Putting in the time and effort to stick to learning a new skill, especially in an area you struggle in, helps you take newfound pride in yourself. For the first time in eight years, I don’t feel like I’m waiting for something to change in my life. Instead, I’m the one making the changes, with my own two hands.
EXERCISE IN TEAM
by ian chern
online editor in chief by ryan bloomer writer/photographer
BUILDING
Fantasy football craze comes back strong with the start of a new NFL season
Every year, a fantasy football craze takes over the school with many students participating in their own fantasy football leagues. From drafting star players to making important trades, students spend hours maintaining their team in hopes of winning their respective leagues.
Fantasy football is a virtual game where players can become managers of their very own NFL team roster with the goal of outscoring another team every week. Junior Landin Arnold plays in a fantasy football league with his hockey team. He enjoys it because of the competition.
“Fantasy football is fun because it’s a race of whoever doesn’t get last because in last place we have a big challenge on our hockey team for the loser,” Arnold said.
English teacher Kathy Stevens also sees competition with their friends as a motivator to why students engage in fantasy football.
“Especially in my sports literature class, there’s usually a lot of talk about fantasy football at the end of the week or on a Monday, which is when it gets really close in the points,” Stevens said. “Especially if I have two students that are matched up against each other in that fantasy week, then there’s a lot of conversation about who’s going to win.”
In some instances, players on a roster could be injured and need to be replaced for bench players. For junior Tommy Hopkins, the unpredictability of fantasy football is what excites him.
“I feel like anything can really happen in fantasy football,” Hop-
kins said. “A player who puts up 20 points one week can put up two points the next week.”
In order to play in a fantasy football league, players must participate in a draft where they select and build their team. However, building a good team can be complex and requires different strategies. For Arnold, having a large variety of strong players from each position is the key to success.
MILK MILE”: a consequence where the loser must drink a gallon of milk before running a mile PUNISHMENTS
LOSER WEARS AN EMBARRASSING SHIRT
WHATS ON THE LINE
Punishments and prizes set in students’ leagues
PRIZES
TROPHY AND GIFT CARD CASH PRIZE set for winners set for losers
NAME CHANGED:
Loser’s Fantasy Football name is changed by the winners
“The key to making a good team is to get high point getters,” Arnold said. “Good receivers running backs and then a quarterback that can secure some extra points but also have a good defense [is important] for those extra points that you might need if it’s a close game. I got Saquon Barkley and he went crazy in week one. I love him.” On their phones looking at their teams, juniors Tommy Hopkins and Landon Arnold think the best part of participating in fantasy football is what people have to do when their team loses. photo by eva hernandez
TROPHY WITH THEIR NAME ENGRAVED A MEDAL
MONEY BRAGGING RIGHTS
Stevens sees fantasy football as an opportunity for students to root for individual athletes they may not have rooted for otherwise.
“They like to compete against their friends in different ways, and I think they like to follow players that maybe aren’t on their favorite team and root for individual athletes, opposed to an entire team,” Stevens said.
Stevens also believes that fantasy football is a good way for students to broaden their interest and knowledge on football.
“I
think it’s an awesome way to get even more interested in the NFL, and would maybe motivate you to watch it more and give you an opportunity to have something to talk about with your friends.”
59%
English teacher Kathy Stevens of students have heard of fantasy football but don’t know how to play
“I think it would be difficult if you have no knowledge of football at all, then it might be kind of challenging,” Stevens said. “But if you have some basic knowledge of football, I think it’s an awesome way to get even more interested in the NFL, and would maybe motivate you to watch it more and give you an opportunity to have something to talk about with your friends.”
Arnold sees a lot to look forward to for this upcoming season with his new-found fantasy team.
“Football is fun because it’s a good time of year,” Arnold said. “Football is fun to watch. Some big hits, some big plays, some close games.”
Survey of 149 students
FANTASY FOOTBALL
PLAYBOOK
Where to get started to play Fantasy Football
DOWNLOAD APP
FIND A LEAGUE
This is typically a group of friends to play against
DRAFT DAY
Take turns with the people in your league picking players from all teams
LINE UP A TEAM
1. This is the first step to begin playing 2. 3. 4.
Select players for your lineup to create your team for the week
STARTING THE GAME
Watch the live games your players are in. The app calculates player performance throughout the week
The point system is based in player performance (touchdowns, interceptions, field goals, etc)
Loser is determined by lowest total performance. Many groups have a punishment for the loser
Source: ESPN
by kennedy botkin writer/photographer
Senior Seville Skinner volunteers by helping out at a summer camp and her church’s ministry which both focus on helping people with special needs.
Camp Barnabas, located in Barry County, Missouri, is a summer camp that specializes in providing a fun experience for children and adults with all types of disabilities. As a missionary, Skinner works as a one-on-one partner with campers.
Camp Barnabas provides new experiences to campers that may not be achievable at home. Camp activities like climbing a rock wall or going on a zip line are made to be accessible for everyone, including people who use wheelchairs.
“A lot of times when we’re doing [activities] we do it together, just me and my camper,” Skinner said. “It’s an easy way to form special bonds. We get inside jokes that only us two know. Doing those games, activities and sports together really helps build a special connection.”
Although Skinner enjoys the work at Camp Barnabas, there are a few obstacles she faces.
“There are challenging campers that are lower functioning and need a lot of help in different areas, and it’s harder to make time to [ensure] that they’re okay too,” Skinner said. “There’s been times where if I have to spoon feed my camper, I end up not eating that meal. [It’s hard] making sure that me and my friends are also doing okay.”
Skinner works through Westside Family Church’s special needs ministry. Similar to being a missionary at Camp Barnabas,
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her boss, Keri MayBee, pairs Skinner up to be a one-on-one buddy. Skinner gives reports to her buddy’s parents and helps the buddy be included in church activities.
“She has built a beautiful relationship with her [buddy],” MayBee said. “I have observed her jump in and help support her [buddy] even when she isn’t serving.”
A big part of Skinner’s vol- unteer work involves her faith.
“That can be a big thing [to remember] with [people who have] special needs, they’re all created beautifully and wonderfully in the Lord’s image,” Skinner said. “Teaching them that God made them how they’re supposed to be and that it’s okay to be a little bit different than everyone else is something we prioritize at camp.”
SKINNER SEVILLE
Senior Seville Skinner
volunteers in a varity of ways to serve individuals with disabilities
During camper arrival, senior Seville Skinner waves as she and one of her campers walk through a tunnel made by campers and staff members. When the campers arrive they are greeted with cheers from their fellow campers and counselors July 23, 2023. submitted by seville skinner
Camp Barnabus offers many different ways for people to help volunteer
13 years old, to help serve
an opportunity for a Christian summer camp to individuals with special needs 2000 campers each summer $300 is the approximate price to be a missionary
