JagWire: Volume 18, Issue 2 by JagWire newspaper

JAGWIRE NEWSMAGAZINE

EXPLORING THE PATH TO CITIZENSHIP PAGES 14-19

MILL VALLEY HIGH SCHOOL // VOL. 18 // ISSUE 2 // OCT. 19, 2017 // MVNEWS.ORG

CONTENTS

Design by Victoria Wright

Mill Valley High School

JagWire

NEWS

OPINIONS

20 staff editorial 04 First Amendment 21 opinions 06 new computer lab 07 Jag Leadership Corps

JagWire

Mill Valley High School

LETTER FROM THE EDITORS

ey guys, welcome back to letters from the editors. This month has been a whirlwind as the school year truly got underway. Last month, we were lucky enough to attend the Kansas Scholastic Press Association’s two-day fall conference in Topeka, where we celebrated the 25th anniversary of free student press in Kansas. This was a great opportunity to grow closer to our staff and appreciate the bill that gives us the freedom to publish content relevant to students at our school. Most of our staff went to the conference, and combined with a long weekend, we were granted a lot of time outside of school to complete our work. However, we had a few problems with time management this issue, and although we tried our best, it was difficult to motivate our staff members to focus in the limited class time we had. Through everything, though, we rolled with it. Early in the cycle, we discovered an article investigating how much people actually knew about the Constitution. It found that most people really aren’t too sharp on their

own personal rights, so we thought it would be interesting to write a similar story with a focus on our school in particular. Although our school requires a Civics course for all freshmen, we didn’t do too hot in a survey asking for the five freedoms of the First Amendment. So, in addition to reporting that information, we also wrote a staff editorial on the same topic. As for this issue’s special section, we decided to focus on the process of obtaining citizenship and profiled students and families that have undergone the process. At Mill Valley, we feel like there’s a stereotype that all students are the same. Through this story, we wanted to champion the differences of our peers and share their stories. We hope you learned a lot; we sure did.

Alison Booth

A&E

EDITORS-IN-CHIEF

28 bag trends 30 burger patty reviews

Alison Booth Nora Lucas Victoria Wright

MANAGING EDITOR Claire Boone

FEATURES

SPORTS

PHOTO ESSAY

09 10 12 14

24 new cross country coach 26 boys of volleyball

32 stagecraft

DESIGN EDITOR

Anika Roy Annie Myers

PHOTO EDITORS Hunter Ristau Marah Shulda

Nora Lucas

Victoria Wright

Cover by Alison Booth

BUSINESS MANAGER Hunter Ristau

MILL VALLEY NEWS EDITORS-IN-CHIEF

Jakob Twigg

Tricia Drumm Morgan Gurwell Ally Nguyen

FEATURES EDITOR

SOCIAL MEDIA EDITOR

NEWS EDITOR

Annie Myers

A&E EDITOR Abby Layton

OPINIONS EDITOR Ally Nguyen

SPORTS EDITORS Katya Gillig Chris Sprenger

STAFF

JAGWIRE OFFICE 5900 Monticello Road Shawnee, KS 66226 Phone: (913) 422-4351 Fax: (913) 422-4039 Email: jagwirenewspaper@gmail.com Adviser: Kathy Habiger khabiger@usd232.org JagWire, a monthly publication of Mill Valley High School, is printed by the Sedalia Democrat.

PROFESSIONAL ASSOCIATIONS Kansas Scholastic Press Association National Scholastic Press Association Journalism Education Association The 2017 JagWire has been named a Pacemaker winner, its third consecutive honor. It was also inducted into the NSPA Hall of Fame and earned an All-Kansas rating from the KSPA. The 2017 Mill Valley News website was also named a two-time Pacemaker winner by the NSPA and recieved an All-Kansas rating.

SOCIAL MEDIA Twitter: @millvalleynews Facebook: Mill Valley News

CENSORSHIP POLICY

JAGWIRE 2017-18 staff

COPY EDITOR

recycling Brignoni adoption brain myth citizenship

Design by Victoria Wright

Lexi Flipse

REPORTERS & PHOTOGRAPHERS James Ball Drake Brizendine Elizabeth Joseph Carter Lawson Jordan Robinson Michael Sandri Andrew Tow

Kansas Senate Bill 62 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.

EDITORIAL POLICY We value your opinions. If you wish to submit a column or a letter to the editor for 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.

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CONSTITUTIONAL CONVERSATION

Schoolwide and nationwide surveys find a lack of general knowledge about the Constitution

KATYA GILLIG

sports editor jagwire.katyagillig@gmail.com

ELIZABETH JOSEPH

reporter/photographer jagwire.elizabethjoseph@gmail.com

ccording to government regulations, every student in a public school must learn the Constitution in high school. However, a recent study conducted by the University of Pennsylvania’s Annenberg Public Policy Center found that 37 percent of people do not know a single freedom guaranteed to them by the First Amendment. This statistic is lower at Mill Valley, with 21 percent of 228 students surveyed unable to name any of their First Amendment rights, there is a substantial lack of knowledge about the Constitution. Constitutional law professor Stephen McAllister of the University of

HOW WE STAND

Kansas said via email that he finds these results “disappointing and disheartening, but not really surprising.” “In a society that now relies so heavily on sound bites and social media for its ‘news,’ and where everyone, whether informed or not, can be a commentator and an ‘authority’ over the internet [these results could occur],” McAllister said. A lack of personal connection to the Constitution could lead to a lack of knowledge, according to social studies teacher Angie DalBello. “Perhaps people are consumed by their own lives and social media and they just don’t pay attention to something that seems archaic and irrelevant,” DalBello said. “[And] more than ever it’s relevant to their lives.” Senior Jameson Isaacsen, who was an active member of the former Political Discussion club, attributes the results to taking rights for granted. “I think [the results are] mostly due

to the lack of attention [people] pay to the Constitution,” Isaacsen said. “Just assuming that they don’t really need to know them because [they are still protected under the Constitution].”

“More than ever [the Constitution] is relevent to their lives.” UNIVERSITY OF KANSAS CONSTITUIONAL LAW PROFESSOR STEPHEN MCALLISTER

Junior Johannes Seberger believes that although knowing some of the Constitution is important, knowing the entirety is unessential. “The beginning you should know, and the Bill of Rights that are a part of the Constitution you should know,” Seberger said.

McAllister disagrees, adding “people also may have preconceived… notions of their ‘Constitutional rights.’” “They don’t necessarily want to know differently, preferring instead their own views,” McAllister said. McAllister believes that understanding the Constitution makes a more informed public. “Being knowledgeable about the Constitution helps all of us be more constructive and engaged citizens on a host of issues that our society faces,” McAllister said. “Awareness of individual rights also may help citizens recognize when they may have been wronged and … to stand up for their rights.” DalBello reiterates the value of the Constitution in everyday life. “What I want more than anything is for the students at this school and the students in these classes to care and pay attention,” DalBello said. “This is our lives. This is important.”

In AP U.S. History on Friday, Oct. 6, junior Eric Niewohner takes notes after his test over the Constitution. “It is important for students to know the Constitution because it helps you understand your basic rights in America,” Niewohner said. // Andrew Tow

A comparison of the national response and MV’s response to see which of the five First Amendment rights people know; 21 percent of MV and 37 percent of the U.S. couldn’t name any rights

78.7%

48%

60.1% 15%

55% 14%

39.1%

10%

37.5%

MV responses survey of 253 students

Annenberg Constitution Day Civics Survey responses

SPEECH SPEECH

RELIGION RELIGION

PRESS PRESS

ASSEMBLY ASSEMBLY

T RIGH PETITION PETITION

*survey of 1,013 adults

*Source: University of Pennsylvania’s Annenberg Public Policy Center

WRON G

NEWS

Mill Valley High School

Design by Lexi Flipse

Art teacher Jerry Howard is excited to see what opportunities arise with the new lab . “I think that it will be nice to have a mac lab just for Graphic design.” Howard said // Hunter Ristau

MAKING A MOVE

Demand for new computer lab prompts room move mid-semester

TRICIA DRUMM

Mill Valley News editor-in-chief jagwire.triciadrumm@gmail.com

ALLY NGUYEN

Mill Valley News editor-in-chief/ opinions editor jagwire.allynguyen@gmail.com

he school’s layout allows for many teachers to be close to each other within their department. An exception to this, however, is the art department, with two classes being on the ground level of the A-hallway and two being in the C-hallway. One of these classrooms, Graphic Design teacher Jerry Howard’s, will be moved to the A-hallway because of the addition of a new computer lab consisting solely of Mac computers. According to technology director Brandon Riffel, the new addition cost the district approximately $49,500. Assistant vice principal Jennifer Smith led the charge for the addition by providing ideas and planning. She believes the addition of the lab and the relocation of Howard will ultimately

FACTS ON THE

MACS

A look at the new Mac lab in room A-117

benefit students. “By moving [Howard] close to the other art rooms, it will allow all of the art teachers to collaborate and make the program stronger,” Smith said. “Not only will it benefit those students taking Graphic Design and art, but it will also benefit those students taking our non-performance music classes. The band and choir room don’t have desks and have to bring a computer cart in.”

“It will allow the art teachers to make the program stronger.” ASSISTANT VICE PRINCIPAL JENNIFER SMITH

The planning was lengthy for Smith, who had to consider multiple factors such as if the room would be able to stay cool enough to house a computer lab, and the effects it would

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have on foot traffic. Additionally, Smith made sure the technology department could connect wires to make the Wi-Fi more reliable. According to Howard, one benefit of the new computer lab is that it will offer him a space to have a plan period. During first quarter, assistant band director Elca Wagner taught Multimedia Music at the same time he’d have plan, forcing him to move. On the other hand, Howard said the opportunity to move near the other art teachers is “kind of like a double-edged sword.” “I’m really excited … to get to move and have a room where I know I can have my own plan,” Howard said. “But then now that I’m moving I’m getting pulled away from [art teacher Krystal] Strong and the theater department.” For students, the new computer lab brings varied reactions. Senior Allison Lust, who’s in both Howard’s Graphic Design class and is heavily involved in set crew for the theater productions, said she understands the benefits behind the addition of another computer lab. At the same time, she doesn’t see the necessity. “[Set crew] is all in that corner of the building, and now that Howard’s room is on the opposite side of the [school], that’s one less space that we all have to get ready,” Lust said. “[Additionally,] on Silver days, all my classes are around [lower C-hallway], so I’m able to stay in one area. Now that it’s getting moved down to the end of A-hallway, I have to go to the opposite end of the school. It’s a little inconvenient, but not horrible.” While Howard has conflicting feelings about the relocation, he believes that, at the end of the day, students are the top priority. “I don’t think it’s going to interfere with what’s best for kids and that’s learning,” Howard said. “I’m looking forward to it.”

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LEARNING to LEAD

New Macs in the computer lab

$49,500 Total spent on equipment

Leadership Service in Action class works on developing leadership skills

JAKOB TWIGG

news editor jagwire.jakobtwigg@gmail.com

eadership Service in Action, a new class taught by family and consumer science teacher Emily Schmidt and band director Deb Steiner, focuses on bettering students leadership skills to promote growth in themselves, as well as the school community. Nicknamed Jag Leadership Corps by the students, the class is built around the concept that students have a voice in their school and communities. Schmidt aims to teach the students how to use that voice to lead others. “In Student Leadership Team we say ‘hey, you’re student leaders’, but [don’t] do a good job explaining [what that means],” Schmidt said. “Students need those opportunities to learn [what it takes to lead] in a safe environment, giving them an opportunity to fail and not to fail publicly or fail

with their team.” Students in the class went through an extensive application process last year, including a spoken presentation in front of Steiner, Schmidt and counselor Erin Hayes. “The application is quite a bit of effort on [the student’s] behalf, especially when it comes to presenting something to a group of strangers on a whim,” Schmidt said. “It helps see who is actually serious and who [is not].” The rigorous process was worth it for junior Henry Lopez, who feels the class “seems like a family.” “All of us in the class have big personalities,” Lopez said. “When we put our minds together, we can come up with some pretty great things.” Effects from the class can be seen throughout the school, specifically during Student Leadership Team meetings, according to junior Veronica Dervin. “We go to the SLT meetings, decide activities of the week and community service projects,” Dervin said. “We

SPIRIT SPREAD

In Leadership Service in Action on Wednesday, Oct. 11, senior Dani Crispin explains her senior legacy project. // Victoria Wright

[organized] the diaper collection with Blue Valley.” As the class continues to learn and institute positive change, Schmidt thinks students will remember the class for years to come. “When those students look back at their high school experience, they’re going to realize that they got to impact the school,” Schmidt said. “They are going to have a huge impact that is everlasting in this building just by taking a class.”

OCT.

Class cup activities organized by JLC for the remainder of first semester with corresponding themes and dates

Cross country meet

*No theme for event

NEWS

DEC.

Boys and girls basketball game

Choir concert

Jazz band concert *

DEC.

Boys basketball game

NOV.

4-12 Fall musical: “42nd Street” *

NOV.

Cheerleading competition

ADS

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Mill Valley High School

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Mill Valley High School

Design by Anika Roy

During the class’ recycling round, sophomore Jared Brehaney empties the collected recycled items into the dumpster outside on Tuesday Oct. 3. // Drake Brizendine

NEWS

In class, sophomore Nick Pettigrew dumps recyclables into a shopping cart on Tuesday Oct. 3. //Hunter Ristau

CLEAN-UP CREW

Students in special education teacher Jill Norman’s class spend Blue days taking out recycables

MICHAEL SANDRI

reporter/photographer jagwire.michaelsandri@gmail.com

Mondays

Monday- Friday

30% Buy one get off your one free whole meal

Mill Valley Wednesday

20% of your bill will be donated to Mill Valley High School

he school’s recycling program, led by special education teacher Jill Norman, spends every Blue day collecting all of the recyclables from teacher’s rooms and bringing them to the recycling bins in the back of the school. Norman is able to witness how the program is helpful when it comes to maintaining a clean school and earth. “[The program] benefits the school because it helps us reduce the waste,” Norman said. “It also helps students understand the benefits that recycling has on our environment.” The recycling program consists of five students from the special education department and two students enrolled in Peers in Learning who pick up the school’s recyclables in shop-

ping carts. One of the five involved students is sophomore Ethan Males, who noted that the group has more duties outside of recycling. “We pick up the recycling and help the school that way, but we also pick up any trash or bottles that we see on the ground,” Males said. “We all try our best to make sure the school is clean.” When the students need some extra help with their responsibilities, one of the Peers in Learning, junior Sophie Friesen, is there to assist them. “My job is to help out the students whenever I can,” Friesen said. “I help them gather the recyclables, push the shopping carts and dump the recyclables into the garbage bins whenever they need some assistance.” Although members of the program have multiple responsibilities, sophomore Nick Pettigrew said that dump-

JOY IN JUNK

Offer expires Nov 19th 2017. Not valid with any other offers

ing the recyclables into the garbage cans is his favorite task. “We do lots of things, but dumping is the best part,” Pettigrew said. “It’s my favorite.” While Pettigrew considerd dumping the recyclables as his favorite part of the program, Males’ favorite aspect does not involve any specific duty or responsibility. “I like doing all of the jobs, but my favorite part is just helping the teachers in general,” Males said. “The teachers do so much for us so it is nice for us to help them too.” Norman agrees with Males, and adds that she thoroughly enjoys seeing how the program affects the students. “I love that the program benefits the school as well as the environment,” Norman said, “but my favorite aspect of the program is that the kids have so much fun being a part of it.”

Teachers express their big appreciation for the actions taken by the students in the program to reduce waste

“I’m very glad they come [pick up recycling] because otherwise there would be so much waste.” SCIENCE TEACHER RYAN JOHNSTON

“They make recycling convenient. I don’t know what we would do without them.”

MATH TEACHER JESSICA DEWILD

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foster class, [because] at the time that was one of the only ways we could successfully adopt without going through a private agency.” They were not considering a private adoption agency because of the high cost to hire one. According to Brignoni, costs could be as high as $40,000. “We decided ‘I’m a teacher and we don’t have $40,000 so let’s see if the state is a good alternative for us,’” Brignoni said. “So we started those classes, and after some time of really figuring out what the foster system looked like, we realized that it was just not the right fit for us.”

“I’m very grateful that we have had this oppurtunity.” ENGLISH TEACHER CORAL BRIGNONI

All dressed in matching Chiefs attire, English teacher Coral Brignoni and her husband Greg Burnett sit on the front porch of their home on Sunday, Oct. 8 with their newly adopted sons and daughter. // Morgan Gurwell

English teacher Coral Brignoni and her husband Greg Burnett recently adopted three children, all under the age of seven, despite experiencing difficulties with the adoption process in the past

ABBY LAYTON

A&E editor jagwire.abbylayton@gmail.com

nglish teacher Coral Brignoni steps out of her car in front of a foster home in Topeka on Friday, Sept. 1, 2017. She is there to pick up her two-year old-daughter, Janiya,

whom she has just adopted. It has been just 10 short days since Brignoni found out about the little girl. On this day, she will take her home. Two weeks later, Brignoni and her husband, Greg Burnett, still wait for Janiya’s two older brothers Demarius and Christopher. It wouldn’t be until Saturday, Sept. 16 that the three sib-

lings would finally be together again. In March of 2017, Brignoni and Burnett first considered fostering through the state. They hoped this would eventually lead to an adoption of a child they would be fostering. “My husband and I, we have actually wanted to adopt for many years,” Brignoni said. “In March we started a

THREE: IT’S A MAGIC NUMBER An individual look at Ms. Brignoni and Mr. Burnett’s three new additions to their family Photos submitted by Coral Brignoni

JANIYA AGE 2

DEMARIUS AGE 4

CHRISTOPHER AGE 6

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Once deciding the state foster system was not something Brignoni and Burnett wanted to participate in, they stopped searching. However, according to Brignoni, they still met many new people, one of whom would eventually become instrumental in the adoption process. “My niece’s kindergarten teacher was a foster mother and is an adoptive mother,” Brignoni said. “This kindergarten teacher sent me a text and said ‘I wanted to let you know there are some kids who are available for immediate adoption and it wouldn’t be through the foster system. You could still be eligible and wouldn’t have to worry about them being taken away.’” According to Brignoni, after that text message, things began to move very quickly. “I wrote a family profile with my husband and we included … everything about us,” Brignoni said. “We turned in our profile, and I didn’t know how long it was going to take. We did that Sunday and by Thursday [the adoption facilitator] called and said ‘are you guys available to talk on the phone or Facetime? Because [the biological mother] has gone through 300 families and picked you.’” Brignoni believes the teachers in her department gave her a strong support system through the adoption. “They have done so much to make this an easier transition,” Brignoni said. “Just knowing that all these peo-

ple cared about how this went for me and my family, it’s heart wrenching.” English teacher Ashley Agre, for example, helped Brignoni prepare to adopt her children by helping to collect necessary supplies for her. “As soon as [the English department] found out she was getting the kids, we were all excited for her,” Agre said. “Once we had a timeline of when she was going to be getting the kids we put together a little ‘Wow you’re a mom now’ shower. We picked up pizza for lunch and over lunch we had gifts for her; gift cards, books, toys, all of that.” Brignoni has also received support from her students. According to sophomore Rebecca Hertog, a student in Brignoni’s English class, her class has remained updated on the adoption process. “She talked about them when she came back from maternity leave and she shows us pictures of them every once in awhile,” Hertog said. “We’ve all given her support, we always want to see pictures and know what’s going on and we ask how she’s doing.” Agre believes she was motivated to support Brignoni because of their shared motherhood status. “She’s a mom,” Agre said. “Being a mom is an amazing privilege [and] you want to give that love and support to people who are giving up their lives to raise these kids. I knew that I have a village of people that are there for me constantly, [and] so when you have that support system, you want to be that support system for other people.” Brignoni feels thankful for her children despite the difficult process. “I am very grateful that we have had this opportunity,” Brignoni said “It’s the hardest thing that I have ever done, but I wouldn’t change it for anything.”

Q&A

Also a mother of three, math teacer Sarah Sides shares her family dynamic

ANIKA ROY

copy editor jagwire.anikaroy@gmail.com

JagWire: What are your kids’ names and how old are they? Sarah Sides: My kids’ names are Brantley (5), Holden (3) and Rhett (10 months). JW: What are the challenges of having three children? SS: There are two of us parents, and so we’re outnumbered. Before, we had two, so we could each take one kid. We would each do bedtime for one kid, and it was very one on one. JW: What were you most scared about when having a kid for the first time? SS: I like to sleep, so I was most scared for the sleepless nights. Luckily, I have gotten three kids who have slept through the night at one month old. JW: What’s the best part about being a mom? SS: They just make the days more fun. When you know you have someone running to you saying “mommy,” it just makes your heart really happy in a way that I can’t describe. I can’t even compare it to anything else.

At a family photoshoot, math teacher Sarah Sides enjoys spending time with her three boys. // Photo submitted by Sarah Sides

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UNMASKING THE MYTH DRAKE BRIZENDINE

reporter/photographer jagwire.drakebrizendine@gmail.com

NORA LUCAS

editor-in-chief jagwire.noralucas@gmail.com

n comedian Bo Burnham’s popular song “Left Brain, Right Brain,” Burnham’s brain separates itself, with one side singing about evolutionary purpose and the other singing about Oreos and love. These lyrics explain a well-known thought process in pop psychology: the left brain is logical and intelligent, while the right brain is emotional and creative. It’s also a common trend for people to categorize themselves into left brain and right brain “people” based on where their strengths lie. The problem is that brain dominance is a myth. It doesn’t exist. According to Psychology teacher Kirsten Crandall, this idea started with a scientist named Roger Sperry. He conducted a series of experiments in the 1960s called the Split Brain experiments, which later led to a Nobel Prize in 1981. As stated by the organization for the Nobel Prize, these experiments discovered that the two hemispheres of the brain learn tasks differently and carry out specialized functions. Crandall believes the public adopted these ideas about hemisphere dominance and naturally began to make assumptions. This is how a mostly scientific and biological study ended up as one of the most popular ideas in pop psychology. “If they thought that they were better at the things the left brain does, they took that to mean that you have a stronger side of your brain,” Crandall said. “And that’s just not true. It’s drawing a parallel to personality that just isn’t there.” Despite being debunked by scientists, the idea of brain personalities remains a

Despite popular belief, there is no such thing as a left-brained or right-brained person

popular idea. The JagWire distributed a survey in Crandall’s psychology classes asking students if they believe in the phenomenon. Out of 68 students, 51 percent said they believed in hemisphere dominance while 49 percent said they didn’t. Senior AP Psychology student Graham Wilhauk said he believes in the phenomenon, and would classify himself as right brained. “I’m very creative and I like artistic things and feeling things,” Wilhauk said. “I just don’t like to be analytical because it’s just too stern and emotionless.” Upon learning this idea of brain personalities was a myth, Wilhauk said he was surprised. “Wow, I’m shocked more than anything,” Wilhauk said. “I’m more confused. Now I have to figure out what makes me the way I am.” Similarly, junior Jordyn Saunders originally aligned herself as right brained, but acknowledges that she can relate to both. “That surprises me a little bit because I honestly thought I was right side, but hey, I might be on the left too,” Saunders said. “I’m very intellectual as well. I mean, I’m in AP Psych, so clearly I’m analytical as I get out.” Although she acknowledges that thinking about brain personalities may be interesting, Crandall wishes students would dive deeper into the scientific aspects. “I wish that [students] would take these pop fiction things and explore the science behind it,” Crandall said. “The brain is really interesting and it’s kind of unfortunate that the research got so miscommunicated.”

51% “

PICKINGSIDES Based on the myth, students describe which side of the brain that they align with

of students in psychology think that the brain hemispheres determine personality traits *Survey of 68 students in psychology

“I’m definitely more of an analytical person rather than a creative person. I don’t have many necessarily artistic thoughts. [I am] definitely left brained.”

JUNIOR ADAM BACHOROSKI

It’s drawing a parallel to personality that just isn’t there.

”

PSYCHOLOGY TEACHER KIRSTEN CRANDALL

“[I am] left-brained. I feel like class-wise, I’m more into classes like math and science rather than arts.”

JUNIOR DARLENE YANAZ SPLIT BRAIN EXPERIMENTS Conducted in the 1960s by psychologist Roger Sperry, these experiments are the foundation of the split brain theory

“

Now I have to figure out what makes me the way I am.

”

SENIOR GRAHAM WILHAUK

“I believe I’m more [left]-brained. I always seem to find the logical explanation for things.”

SOPHOMORE GRIFFIN SCHENK

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the path to

citizenship:

piecing together the puzzle LEXI FLIPSE

social media editor jagwire.lexiflipse@gmail.com

ELIZABETH JOSEPH

reporter/photographer jagwire.elizabethjoseph@gmail.com

Students and their families undergo different paths to gain U.S. citizenship or residency

ith the recent discourse over the Deferred Action for Childhood Arrivals program or DACA, conversation about immigration has been reignited. An avenue for attaining residency, the DACA program is specifically for undocumented immigrants brought to the U.S. as children. However, more and more people have been puzzled about how the immigration process works overall, as well as the different steps immigrants can take to become legal residents or citizens. At Mill Valley, students and their families have a diverse range of such experiences and paths. For senior Carlos NiĂąo and his mother Anabell Hernandez, who immigrated to the U.S. in 2001, the decision to pursue citizenship was made out of necessity.

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Joined by her parents, junior Ciara Pemberton holds up a sign and a handkerchief representing her Irish heritage and culture. // Lexi Flipse

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leave, but are still not considered permanent residents. Immigrant visas (including employment, student and family visas) enable the holder to apply for a green card, which allows permanent residency. After five years, a green card holder is eligible for naturalization, or legal citizenship.

“There is not a lot of opportunity [in Vela Cruz, Mexico].” SENIOR CARLOS NIÑO’S MOTHER ANABELL HERNANDEZ

Obtaining visas was the path that junior Ciara Pemberton’s parents sought when emigrating from England for work in 1998. After receiving

During class, Spanish teacher Edith Paredes often shares about her Paraguayan culture and has the flag hung behind her desk. // Morgan Gurwell

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Side by side with his mom, senior Carlos Niño holds up a soccer jersey from Mexico to show where he was born. // Morgan Gurwell

story continued from page 15 visas, however, are able to enter and “There is not a lot of opportunity [in Vela Cruz, Mexico]. The insecurity is just incredible,” Hernandez said. “Over there, I have family that never returned home.” While Hernandez has become a citizen through marriage, Niño and his sister are a part of the DACA program. Hernandez has attained citizenship, unlike those DACA usually protects, but Niño is a part of the program due to the convenience of continuing the process. “Since my mom got citizenship, I benefit from that,” Niño said. “But my sister has to wait through her whole DACA process to get citizenship.” The main benefits the DACA program provides are a social security number and medicare to recipients. Niño and his sister can also be employed, have a driver’s license and attend college, they cannot vote or travel outside of the U.S.. Those with

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Along with her dad and stepmom, junior Lauren Rothgeb holds up the Brazilian flag to represent her stepmom’s home country. // Morgan Gurwell

work visas and eventually green cards, Ciara’s mother, Heather, obtained citizenship in 2014 to prevent her eldest daughter, Niamh, from taking the naturalization test. After months of Ciara and the rest of her family helping her prepare, Heather was able to pass the test, which included an interview and ten civics questions, and officially gained citizenship. “I was super proud,” Ciara said. “I knew she had worked hard. She had been studying for a while and she finally got it and was really happy too.” Like Ciara’s parents, Spanish teacher Edith Paredes, originally from Paraguay, also seized the opportunity to come to the U.S. to further her career opportunities. She attended the University of Kansas and was able to pay in-state tuition due to the Kansas Paraguay Partners program and received a student visa and then a green card. “I needed five years of being a green

card holder to qualify for citizenship, but I went longer. I didn’t want to give up my citizenship [in Paraguay],” Paredes said. “I was a resident for seven or eight years and then I applied for citizenship.” Although Paredes and Heather eventually chose to undergo the naturalization process, some families have opted to remain citizens of their birth countries. Senior Durga Jambunathan is a native-born American, but her parents immigrated to the U.S. from India in 1993 for career opportunities and decided not to pursue naturalization. “[My parents] didn’t want to give up their Indian citizenship because that’s a big part of who they are,” Jambunathan said. “They’re still on their visas.” However, senior Sofia Torres-Aranda and her family, after living in the U.S. on a green card for at least five years, are in the process of becoming citizens.

With her family, senior Sofia Torres-Aranda displays a book containing Alongside her parents, senior Durga Jambunathan holds a family portrait where everyone is in traditional Indian clothing. // Morgan Gurwell many parts of her Mexican culture, like the architecture. // Morgan Gurwell

FEATURES

Mill Valley High School

Design by Alison Booth and Annie Myers

JagWire

FEATURES

Mill Valley High School

would you pass?

journey to the states Senior Sofia Torres-Aranda shares her family’s journey from their move from Mexico to obtaining U.S. citizenship

JULY 2000

AUGUST 2003

2008-09

JULY 2010

AUGUST 2017

OCTOBER 2017

Overview of naturalization interview, conducted by U.S. Citizenship and Immigration Services

CIVICS Senior Sofia Torres-Aranda was born in Mexico City, Mexico

Sofia’s dad Carlos Torres Garcia obtained a temporary working visa and moved the family to the U.S.

Sofia and her parents applied for a green card

The family obtained a green card

The two are waiting to take the Naturalization Oath of Allegiance

Sofia’s parents took and passed the naturalization test to obtain U.S. citizenship

During the Cold War, what was the main concern of the U.S.? Communism

story continued from page 17 fluency in English. For Heather the Mexico or Paraguay,” Paredes said. “After having the green card, we applied for citizenship,” Torres-Aranda said. “It [was] more than six months before we got the notice that they could go take the test. [My parents] passed it, so they’re waiting to go take the oath.”

taking the test Because of the diversity of citizenship statuses in the community, some teachers, including social studies teacher Cory Wurtz, have taken it upon themselves to educate students about the process through a mock naturalization test. While Wurtz does not give this test for a grade, he administers it with the goal that his students can learn and take something away from it. “If you’re learning a second language and all about U.S. history when you haven’t lived here all your life, then it’s more eye opening and maybe [my students] don’t take their citizenship for granted as much, that’s kind of what I’m hoping,” Wurtz said. After seeing her stepmother Marilei Rothgeb attain citizenship in 2015, junior Lauren Rothgeb realized the difficulty of the process. “[Marilei] had to learn all these facts for the test and go through such an elaborate process addressing each little thing,” Lauren said. “I remember when she was studying for the test, [there were] things I didn’t even know and I’m a natural born citizen.” The test requires an applicant to answer at least six out of ten questions correct aloud to an officer and tests

ease of the test was disappointing. “I was a little disappointed at the test,” Heather said. “I got all of [the questions] right and I’d done so much studying that I was a little disappointed that they didn’t ask me some more.” Similarly, Paredes started her naturalization process in 2003, moving from a student visa to a green card before taking the citizenship test. Paredes considers herself lucky to have had the opportunities she received in regards to her citizenship status.

“I was very lucky to be in the path I was.” SPANISH TEACHER EDITH PAREDES

“Many people I know still don’t have legal status,” Paredes said. “Many have had to marry out of convenience to get that status, [so] I was very lucky to be in the path I was, having a college education.”

keeping the culture Despite planting roots in a new country, these families have all found ways to stay in touch with their culture. Paredes continues to pass on her heritage through speaking Spanish at home and sharing her cultural knowledge with her children. “Their education, their values, our religion, all the things we do at home [are] pretty much as if we were in

Hernandez also emphasizes values and lessons learned from her experiences, despite the difficulty in navigating between cultures. “I didn’t want [Niño] to forget his roots, but I wanted him to integrate, to adapt to this country because it is his country now,” Hernandez said. “I want him to value every single thing [and] work hard.” Hernandez also emphasizes the importance of remaining connected to family and culture. “Don’t forget where you’re coming from,” Hernandez said. “But also don’t forget where you are right now.” While culture is easier to stay connected with, maintaining relationships with family members scattered around the world can be more difficult. Ciara, whose extended family resides in the U.K., often feels the struggle of keeping in touch with family. “It’s definitely not easy,” Ciara said. “I envy my friends who can just go visit their grandma or grandpa every weekend.” Similarly, Torres feels the pain of the distance between her and her extended family in Mexico City, Mexico. “It can be kind of sad because I feel like they don’t know who I am since I left when I was three,” Torres said. Due to his inability to leave the country as a result of his DACA status, Niño values the little things when it comes to family interaction. “I don’t have the chance to see [my family], but when I talk on the phone I try to make it last,” Niño said. “I try to ask every question [and] cherish every moment I have.”

What territory did the U.S. buy from France in 1803? Louisiana Territory

33%

of students have a family member that has immigrated to the U.S. in the past three generations* *Survey of 207 students

Who is in charge of the executive branch? The president

6 of 10

Correct answer requirement

ENGLISH SPEAKING Ability determined by USCIS officer

READING Read aloud three English sentences, one correctly

READING

VOCAB TO KNOW FOR THE TEST

WRITING

Alaska Labor Day Lincoln July s American Indian

Congress Thanksgivin g White Hou se George Wa sh Bill of Rights ington

WRITING Write three English sentences, one correctly

60 to 90

Days to retake failed portions after inital interview

OPINIONS

Design by Ally Nguyen | Illustration by Marissa Olin

Mill Valley High School

JagWire

Mill Valley High School

KNOW YOUR FIRST AMENDMENT RIGHTS

In a technologically advanced world, printing physical copies of books is sadly decreasing rapidly

Rights guranteed to us under the First Amendment should be known, understood and utilized

OPINIONS

PAPER BOOKS ARE WORTH SAVING

STAFF EDITORIAL

very student at Mill Valley has taken or will take a Civics class, but how many of us have retained our knowledge of our own basic rights? Out of 228 students surveyed, 21 percent were unable to name any of the rights guaranteed to us by the First Amendment (freedom of religion, speech, press and the rights to petition and to assemble). Now more than ever, it is critical to be informed and educated about your rights. Knowing your rights not only helps you defend your stances; it also helps you exercise them more confidently because you know the limitations to your protection. The importance of the First Amendment is demonstrated every day. Every aspect of our country is based on these five rights, from exercising our freedom of speech on Twitter to the JagWire staff writing this very article. There have been countless controversies regarding our First Amendment rights. One recent is the NFL kneeling issue: is kneeling covered under the First Amendment? Suddenly, people become advocates for the freedoms or start analyzing small details about how far the protection goes. But how can we analyze these situations if only 28 percent of us are able to list all five of the rights? Kneeling utilizes the right to free

Design by Ally Nguyen

JAGWIRE

STAFF VOTE

AGREE

DISAGREE

speech by allowing NFL players to receive acknowledgement of their viewpoints. It also showcases petition and peaceful assembly as a way of voicing their opinions. However, because the NFL is a private institution, the players may be able to escape government persecution, but can be fired or benched for kneeling with minimal repercussions to the owners. Other issues include the right to free press, which is being scrutinized over the idea that journalists are going too far, which can be seen through the “fake news” phenomenon. Our rights can be found in different pieces of legislation though; the JagWire is protected by the Kansas Student Publications Act.

Freedom of religion usually isn’t controversial, but problems regarding it are still prevalent today as ten percent of students believe that Muslim Americans don’t have the rights guaranteed under the Constitution. The idea that we shouldn’t just be a herd of sheep cluelessly following around a great leader and instead should be informed citizens has been around since the founding of the U.S.. All of us should help serve the document that protects our rights. There are numerous ways to do so, from staying aware of current legislation to volunteering with a political campaign. While the freedoms afforded to us by the First Amendment are basic parts of our day to day lives, they are still important. We cannot take them for granted. As a citizen of the U.S., it is your responsibility to be active and engaged in the workings of government around us. Exercise your ability to speak up. As University of Kansas Constitutional law professor, Stephen McAllister, said, “Being knowledgeable about the Constitution helps all of us be more constructive and engaged citizens on a host of issues that our society faces.” It’s impossible to protect our democracy if we don’t know our rights.

ANIKA ROY

copy editor jagwire.anikaroy@gmail.com

ry as I might to keep my “nerdiness” to a minimum, I’ll admit I absolutely adore books. Not only the content of their text, but also their touch, their smell and their other distinct physical characteristics. I still remember the excitement that came along with receiving my first library card and checking out my very first book. I remember the pure thrill of my elementary school’s annual book fair. These scenes, however, are becoming distorted as paper books are quickly being replaced by electronic ones. My beloved paperback or hardcover books are decreasing in popularity and it’s up to us to prevent a future extinction. I’m not saying I don’t understand

the reasoning behind the transition. E-books are typically thought of as the smaller alternative to books that are easier to carry around, though this depends on the device. A paper book is, on average, eight inches tall, which is indeed bigger than an iPhone, but, according to Amazon, is actually 1.7 inches shorter than the most recently released Kindle. Reading books on a device may also appear to be more convenient, as people carry their phones everywhere. However, there’s nothing convenient about said device dying on you, forcing you to find a nearby outlet while

“Books bring so much happiness to me, and to a world in desperate need of joy.”

you’re knee-deep in a plot. I shamefully admit that I purchased my first e-book on my phone a few weeks ago. It was one in which my friends had fallen in love with and were constantly nagging me to read. I can tell you now that their nagging has

BATTLE OF THE BOOKS

continued since then, as over 20 days have passed and I’ve read four pages. While my busy schedule plays a role in the lack of reading, I also blame the constant distractions my phone provides. I value my time reading, as I get to escape reality for awhile. But when reading on my phone, a Snapchat, text or Twitter update will pop up, and I am immediately brought back to the world in which I spend too much time on social media already. Reading hard copies of books are also a healthier alternative. CNN studies have shown that Americans devote nearly half of their day, approximately 10 hours and 39 minutes, to screen time. To avoid hypocrisy, I’ll confess that this statistic may apply to me, but I can also say that I sometimes do grow tired of staring at a screen and I know it’s bad for my health. Negative consequences related to learning, sleep, self-confidence, weight and overall physical health and social skills come along with staring at a screen too long, according to Rally Health. Reading books is personal. There’s an indescribable and entirely wholesome feeling that came along with my family’s nightly routine of picking out children’s books for my parents to read to my two younger sisters and I before bed. Books bring so much happiness to me and to a world in desperate need of joy. *survey out of 222 students

Students show their preference between paperback, hardcover or electronic books when reading

24 percent of students prefer paperback books

15 percent of students prefer E-books

61 percent of students prefer hardcover books

OPINIONS

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Mill Valley High School

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OPINIONS

Mill Valley High School

POINT-COUNTERPOINT

IS KNEELING DURING THE NATIONAL ANTHEM NFL players recently began kneeling again as a form of protest. Now, two JagWire staff members debate whether or not kneeling is disrespectful to the anthem and the flag.

POINT: THE ANTHEM REPRESENTS MORE THAN POLITICS

COUNTER: KNEELING IS A WAY TO EXPRESS DISPROVAL

Americans need to stand for the anthem to honor our military

our country and fought in wars to defend our nation. Since the Civil War, over 600,000 military members have died in combat. They died while defending yours, mine and every American’s freedom.

VICTORIA WRIGHT

editor-in-chief jagwire.victoriawright@gmail.com

y dad was in the United States Marine Corps for 10 years. While serving our country, he saw many friends sent home in caskets draped with American flags and this has impacted me immensely growing up. As the daughter of someone who has experienced the hardships of fighting for our country, when I see people kneeling for the National Anthem, I can’t find it anything but disrespectful. The American flag has been a symbol our nation since 1777. It represents our fight for independence from Great Britain following years of tyranny and the freedom we continue to have today. True patriotism is shown in the courage to defy a government system and that patriotism continues with our service men and women defending the flag today. Millions of Americans have served

“The national anthem has been a time when we, stand together to honor our country.” The national anthem has always been a time when we, as Americans, stand together to honor our country. While the anthem is being played, it doesn’t matter if you are male or female, white or black, short or tall. We are all united as one body: Americans. That united front is now being taken away by those who are kneeling. We need to be coming together as a nation, but this is causing controversy, making us more divided because people can’t decide whether it is OK to kneel or if it is disrespectful. The First Amendment protects an individual’s right to protest, but according to the U.S. Flag Codes, while the national anthem is play-

ing, “all present except those in uniform should stand at attention facing the flag with the right hand over the heart,” and all those in uniform should render a salute. The flag codes were adopted in 1923 by the National Flag Conference and we still follow them today. The codes explain aspects such as how, when and where the American flag should be displayed, which are referenced on a daily basis. So, if we follow those parts of the flag codes, why won’t we follow them in terms of the national anthem? People, NFL players specifically, believe they are protesting the president or inequality, but that is not how it ends up being viewed. The national anthem is a moment of reverence and as American citizens, it is our duty to show respect during our anthem and to the symbol of our nation: the American flag. If you don’t like aspects of our society, get up and do something about it. Kneeling during the anthem is not going to change anything because these protests are either being ignored by people who don’t care or enraging those who think it’s disrespectful. We are the home of the free because of the brave men and women who sacrifice everything. They don’t deserve anything less than the highest respect. So, don’t kneel; respect the flag and those who fought for it.

The protests have started conversations about the real problem Around 180 players knelt or sat, with many others standing with locked arms in week three. The NFL then made a clear statement that I agree with: let them kneel. To be clear, I mean kneel not sit. The act of kneeling is not disrespectful, but I believe sitting shows a clear lack of respect.

KATYA GILLIG

sports editor jagwire.katyagillig@gmail.com

s I watch NFL players on one knee with their hand on their heart while the national anthem plays, I don’t see individuals that hate the military or despise patriotism. I see individuals that are disappointed in the lack of equality in their country, and want things to change for the better. When Colin Kaepernick started the kneeling movement in the 2016 season, it was all over the national news, but after he was no longer in the league, attention died down. It was a dying movement. In week two of this NFL season, six players took a knee or sat during the national anthem, according to ESPN. These numbers changed after President Donald Trump said to “get that son of a bitch off the field right now” and called for players who do not stand to be fired.

“Isn’t that the whole point of a protest — to start a conversation?”

They mean no disrespect. Colin Kaepernick made sure of that when he met with former U.S. Army Green Beret and Seattle Seahawk long snapper Nate Boyer to discuss the most respectful way to protest. They decided that kneeling would be best, according to CBS Sports. Boyer believed that kneeling would be more respectful than sitting, as kneeling is often a sign of respect in the military, such as when “soldiers take a knee in front of a fallen brother’s grave ... to show respect.” Many soldiers have rallied around these players, echoing a similar senti-

ment: “I didn’t fight so that they had to stand for the national anthem, I fought so that they had the freedom to choose.” In my experience, people will talk all day about how disrespectful they believe these protests to be, but as soon as the topic of racial inequality comes up, they go silent. That is why these protests need to occur; they are starting to create a conversation about the racial divide in this country. What has been lost in all of the attention surrounding the movement is what the players are truly opposing. This is not an anthem or flag protest. This is a protest on racial inequality and police brutality. At this point, it is hard to deny that racism still exists. A Chiefs fan allegedly shouted “[N-words] need to stand up for the anthem,” at Washington Redskins wide receiver Terrelle Pryor on Sunday, Oct. 8. According to CBS Sports, the Chiefs have npt found evidence of this report, but other Redskins players stand by the report. Chiefs linebacker Derrick Johnson has said although he hasn’t heard the word in Arrowhead, he has in other stadiums. So NFL players should keep kneeling and take a stand for what they believe in. Isn’t that the whole point of a protest — to start a conversation? Now, lets all work towards a resolution.

SPORTS

Design by Katya Gillig and Victoria Wright

RUNNING A NEW RACE

Mill Valley High School

ABBY LAYTON

A&E editor jagwire.abbylayton@gmail.com

CHRIS SPRENGER

assistant sports editor jagwire.christophersprenger@gmail.com

New head cross country coach makes changes to program

After the girls varsity race at Raymore–Peculiar High School, head coach Chris McAfee highfives freshman Molly Ricker on Saturday, Sept. 30. // Marah Shulda

JagWire

ead cross country coach Chris McAfee stands eagerly on the sidelines at the Rim Rock Classic on Saturady, Sept. 23, cheering and coaching his runners as they race past him toward the finish line. In McAfee’s first year as head coach he has applied a number of changes in the way the team practices and races. These changes have all been made in the hopes to cross the finish line first this year at the state meet in October. As McAfee’s position on the team changed, so did his responsibilities. According to him, the amount of time and energy required as a head coach is far more than an assistant coach. “As assistant coach, you show up and talk to kids and encourage kids and then when practice is over you get to go home,” McAfee said. “As a head coach, you have to be constantly thinking about the program … and what we could be doing differently and communication to parents and answering questions and things like that. It’s definitely more time consuming and there’s a lot more planning that goes into it.” Over the past five years, there have been ten top 25 finishers at state for boys and eight top 25 finishers for girls. The team has also had three top five finishes for both boys and girls in past five years at state. When the fall season began, McAfee started to make a series of changes to the practices in hopes that they would improve how the runners use the time they have. One change was to ensure each runner had the same workout, no matter their position. According to junior Delaney Kemp, these changes have affected the structure and atmosphere of practices. “There was a lot of segregation between the different teams among our big team [in years past],” Kemp said. “[Now] everyone runs the same workout but at different paces, [and] it brings everyone together because we are all doing the same workout. McAfee puts us in race situations every single day.”

JagWire

Mill Valley High School

Another change McAfee made to practices is that they are designed to simulate a race-like scenario. McAfee found the idea to create these race situations from a coaching camp he went to over the summer in Colorado Springs, CO. There, he had the opportunity to sit down with a coach from the U.S. Olympic team. “Some of the things he was big on was trying to create race situations in practice so kids and athletes in general can practice those situations.” McAfee said. “Often times we don’t do that in cross country so we’ve tried to tweak a couple things to get those opportunities and to get into what it feels like in that mental state of hurt … so that they are better prepared to race.”

“As a head coach, you have to be constantly thinking about the program. ” HEAD COACH CHRIS MCAFEE

According to senior Gavin Overbeck, the changes have ultimately had a positive effect on the team. He believes the runners are more physically prepared for the season. “I think the extra mileage will make us mentally stronger and our bodies more physically ready this year, and I think you can definitely see the difference in the results,” Overbeck said. Looking ahead to the rest of the season, assistant coach Betsy Meeks has high expectations for the team in the postseason. “As a team we want to place top 3 at regionals so we can go to state, and at league we want to win, which would be really exciting if we were able to accomplish that.” Meeks said “Then at state, it’s all about getting on the podium. Ultimately every team wants to win state, but getting on the podium is our first goal and then everything after that is icing.” Kemp believes that the added mileage and extra tempo workouts McAfee has implemented this year will help them outrun the competition at state. “The amount of gratitude we have for McAfee right now is going to be amplified when we come across the line with a huge trophy,” Kemp said. “It is going to all pay off.”

Photo by Hunter Ristau

SPORTS

While on the course at RaymorePeculiar High School, head coach Chris McAfee cheers on the varsity boy runners on Saturday, Sept. 30. // Marah Shulda

RUNNINGROUTINE

Senior Gavin Overbeck’s typical week in practice

“We did a lot shorter mileage last year and it felt a lot easier. We didn’t really push ourselves as much as we are doing this year. Last year, we did really basic mileage, like six to seven miles, then some easy tempo stuff.” SENIOR GAVIN OVERBECK

SUNDAY

Off day

MONDAY

Run 13 miles Last 3 miles faster

TUESDAY

Run 8 miles

WEDNESDAY

Workout could be: 400s 800s mile repeats

THURSDAY

Run 8 miles

FRIDAY

Run 8 miles

SATURDAY

Race

SPORTS

Mill Valley High School

Design by Claire Boone

Looking at the scoreboard on Thursday, Oct. 5., junior Joe Cosmillo celebrates with the varsity volleyball team after a well-deserved win against Lansing. “It was a lot of fun to be involved with such a closeknit team when I started managing and helping out,” Cosmillo said. // Jakob Twigg

JagWire

Mill Valley High School

Design by Hunter Ristau

ADS

Sitting on the bench, assistant varsity coach Ibraheem Subaru watches the game. // Jakob Twigg

THE BOYS OF VOLLEYBALL

Junior team manager Joe Cosmillo acts as third coach for the varsity volleyball team this season

KATYA GILLIG

sports editor jagwire.katyagillig@gmail.com

s fans watch the volleyball team playing, they may notice a third person coaching alongside head coach Debbie Fay and assistant coach Ibraheem Suberu. That face is junior team manager Joe Cosmillo, who often helps the players both during practice and games. Joe has been involved in volleyball for most of his life, whether it is watching his sisters play or helping volleyball teams by managing. Joining the team as manager his freshman year was a way to spend more time with his family and pursue his passion for the sport. Joe’s sisters, juniors Molly and Alyssa, have both played for the

Q&A

Assistant volleyball coach Ibreheem Suberu shares his experience with coaching JagWire: How long have you been coaching volleyball?

volleyball team and Molly currently plays varsity. “I’ve just always been interested in volleyball,” Joe said. “Obviously my sisters are on the team, too, which was a factor; just wanting to hang out with them.”

“He’s just a big motivator and helps the girls get fired up” JUNIOR MOLLY COSMILLO

According to Molly, Joe is encouraging for the team during games. “He’s there to toss balls, or if someIbraheem Suberu: From 1990 so that gives us 27 years. JW: Why did you come to Mill Valley to coach? IS: When you have a wonderful, exceptionally knowledgeable colleague who you work with for that 27 years — because I work with [head volleyball coach Debbie Fay] in training her teams and coaching players that

body is sick he’ll fill in,” Molly said. “He’s just a big motivator and helps the girls get fired up when games are tight. You’ll see him stand up on the bench and cheer really loud which helps.” In addition to helping with the players, Molly believes Joe helps the team by filming the games, taking statistics and strategizing during timeouts. “Sometimes when the games are tight he tells me what’s open on the other side to score,” Molly said. “He’s always there. He’s a big support system for me, especially when I’m struggling.” Joe would consider being involved with volleyball in the future. “If I have free time when I’m older I might help coach a volleyball team,” Joe said. “Whether it’s high school or a club team.” played for her in high school for about 27 years — when such a colleague that you’ve worked with and seen succeed and great mentor said there’s a opportunity, it was an easy decision to make. JW: How long do you plan to stay at Mill Valley? IS: Our understanding is for me to assist for the semester and that is what the commitment is for.

MILL VALLEY

NEWS Stay up to date at: mvnews.org

A&E

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A&E

BAGS ARE BACK Students evaluate and compare the differences and advantages between two popular bag types

ABBY LAYTON

A&E editor jagwire.abbylayton@gmail.com

JAKOB TWIGG

news editor jagwire.jakobtwigg@gmail.com

s a student walks into a coffee shop — drink order in mind — she rifles through her KAVU bag to find her wallet. The bag, made of sturdy material, multiple pockets and one thick strap, is part of a growing trend of bags that combines style with functionality and comfort. There are two primary types of bags dominate this trend: KAVU bags and ‘90s style fanny packs. The two bags have caused debate among some who believe that one bag is superior to the other. According to senior Kendall Gaignat, her KAVU bag is a necessity to her everyday lifestyle. “I needed a good bag to carry my stuff around [that could fit] a big wallet and a bag with emergency stuff I need and stuff like that,” Gaignat said. “I just needed a bag that was big enough that wasn’t too bulky.” Consequently, Gaignat has replaced

PACKSTATS

her purse entirely with her KAVU bag. “This bag is the perfect size, it has a bunch of zippers and pockets and stuff,” Gaignat said. “The KAVU is like my purse. The bag is closer to my back and you can adjust the strap to make it tighter or you can make it really saggy.”

“I can fit more in my KAVU bag and it looks better since it’s on my back instead of my hip.” SENIOR CAMERON LOEW

Senior Brady Watkins, however, prefers to use his fanny pack over a KAVU bag because of its size and portability. “They are definitely a lot smaller and more versatile,” Watkins said. “You can take them a lot more places. [Fanny packs are] usually always on

As phones become larger and pockets become smaller, students find alternative sources for their everyday storage. While Senior Brady Watkins shows off his fanny pack, senior Kendall Gaignat displays her KAVU bag. // Photo Illustration by Nora Lucas and Jordan Robinson

POCKETPREFERENCE Students share why they prefer not to carry small bags, but rather to keep things in their pockets

“I feel like I’m forgetful and I’ll leave a bag somewhere if I’m carrying it around and set it down. I’ve never bought a bag because I never thought of what I could use it for.”

Survey shows that students frequently use different types of small bags

How often do you carry a small bag?

What kind of bag do you carry?

*Survey of 232 students

Daily

“I carry things around in my pockets because it’s more convenient. I carry around my phone, my wallet, earbuds. I find [bags] inconvenient when I can just open my pocket and have it right there.”

61% Other

SOPHOMORE BRI LALUK

14% Fanny pack

10 2-3 times per week 20 Once a week 30 Never 40

you so you’re never going to lose it. It’s great for walking around places and carrying stuff.” Despite the KAVU bags having a larger size, senior Cameron Loew believes it is more versatile than the fanny pack. “[The KAVU] is better; I have worn my fanny pack once and I use my KAVU bag almost every day,” Loew said. “I can fit more in my KAVU bag and it looks better since it’s on my back instead of my hip.” Some students, however, prefer not to carry a bag at all. Freshman Harrison Boehm finds it useful to use his pockets instead of a bag. ““It’s just easy,” Boehm said. Why would I not just carry it around in my pocket? I keep my charger, my phone, my pens and everything [in my pocket]. It’s just a habit.” Regardless, Watkins believes the fanny pack and KAVU bag add to a person’s sense of fashion and style as an accessory. “Accessories are a big part of somebody’s fashion sense or their style,” Watkins said. “With a fanny pack or KAVU bag you can really style as you like.”

FRESHMAN STEVEN CURTO

40 *Survey of 110 students

25% KAVU

A&E

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Design by Marah Shulda

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Mill Valley High School

“The patty tasted and chewed like genuine beef, enhanced by the whirlwind of flavors.”

“It is unique compared to the other burgers, on the outside and then it is tender in the middle.”

“This has the best flavor so far. Crispy on the edges and nice and tender in the center.”

JAGWIRE

SENIOR DEVIN MENDENHALL

JUNIOR ABBY HOEPNER

MCDONALD’S

Using their burger expertise, junior Abby Hoepner, freshman Leif Campbell, senior Devin Mendenhall and sophomore Nico Gatapia taste test four different burger patties from popular fast food chains in the Shawnee area on Sunday, Oct. 1. // Carter Lawson

Students at Mill Valley and two members of the Jagwire staff taste, review and rank the hamburger patties from five fast food restaurants: Freddy’s, McDonald’s, Wendy’s and Sonic design/features editor jagwire.anniemyers@gmail.com

A&E

FREDDY’S

WHERE’S THE BEEF?

ANNIE MYERS

Photos by Carter Lawson

MICHAEL SANDRI

reporter/photographer jagwire.michaelsandri@gmail.com

A rating system out of five based on tenderness, flavor and overall experience.

WENDY’S “While their motto indicates that their burgers are made fresh, our experience made us question it.”

“The cheese did kind of infuse the burger with some cheesy flavor. I can also taste some pickles.”

JAGWIRE

JUNIOR ABBY HOEPNER

FOOD MAP A map based on popular burger chains by region

SONIC “The Sonic burger is usually great, but without condiments it was incredibly dry and flavorless.”

“I think it was gross and it kind of tasted like if you took a balled up rug and put it in a burger.”

JAGWIRE

SOPHOMORE NICO GATAPIA Source: Thrillist

“The quality of the meat appeared processed, which removed any appeal.”

“It was on its way to being a good burger, but it was a little too peppery for me.”

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FRESHMAN LEIF CAMPBELL

32 PHOTO ESSAY Using the jigsaw, senior Jayden Moore cuts wood Thursday, Oct. 5. “Towards the beginning of the year you have to figure out what sets you need to build,” Moore said. // Carter Lawson In Stagecraft, senior Nathan Pettigrew uses a jigsaw on a piece of wood to build the set on Monday, Sept. 25. “My favorite part is going into the theater and learning about all the different materials we use to build. It’s a lot more than you think,” Pettigrew said. // James Ball

Design by Hunter Ristau and Marah Shulda

Mill Valley High School

JagWire

SETTING THESTAGE

Students in Blue 4 Stagecraft build the set for the fall musical “42nd Street” Using a wrench, senior Katie White removes wheels from a trailer on Monday, Oct. 9. “It’s different from the other kinds of classes; it’s not behind a desk and taking notes,” White said. // Victoria Wright During a set crew Saturday on Oct. 7, senior Chris Greenfield cuts set pieces. “On Saturdays we build the set and we spend the entire day on it,” Greenfield said. // Carter Lawson

Holding a tape measure on a board for senior Evan Rice on Monday, Oct. 9, senior Andrew Cline assists in building a wall for the upcoming musical. “My favorite part of the class is doing the handson things, such as building...the set of the play,” Cline said. // Victoria Wright