B&W
the black and white. jan./feb. 2014. volume 22 issue 6. 5152780449. 6501 NW 62nd ave. johnston, ia
t he black and white january/february, 2014
Let go of the mask It is OK to still be grieving
Editorial: Step by step we move forward p. 10/11 Feature: Leaving the grieving stereotype p.6
t
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index
the b&w p.2 words & layout Eileen Lagerblade
Individual sports seek success
Superintendent search begins
Photo essay on sports that are played individually
Johnston begins the process on finding a new superintendent
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The district budget revealed
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An ge r
ExtraorDIYnary
Johnston alumni
A DIY column preview about making an infinity scarf from a sweater step-by-step
Johnston graduates talk about their experiences as a student and give advice to current students
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8/9 12
Boundaries on the boundless
Failure to communicate
Do students really have the freedom to express themselves?
Two staff writer’s opinions on their feelings when sending and receiving a certain text
Hey ;)
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K
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Scholarships made simple
15
Learn about the different types of scholarships available, and what you can do receive them
Online Preview
Caucasian Asian: Pho 888
The first time that I tried Pho (pronounced fuh) was in Boston at a restaurant called Pho Basil. Pho is a popular Vietnamese noodle soup. By the time we got to the restaurant, there was a line outside the door and into the street. After about 30 minutes we were seated at a small two-person table. The restaurant itself was not very large with rows of small tables crammed together. Most Pho has a base of beef broth mixed with various spices and onions. The noodles are usually thin, white and chewy. For the meat on top, the most common seems to be thin slices of rare steak or small, seasoned meatballs. There are other various types of pho with different meat and vegetables, but beef is the most well-known. Visit jhsblackandwhite.com to read more
Anne Rogers
Design Editor Kenzie Foldes
Sub Editor
Read about a staff writer’s eye opening experience at East High School
High school athletes start the process of committing to a college for their sport
Sports Editor
Zoe Wilson
The staff shares their opinion of how it is ok to still be in the grieving process
Student athletes commit early
Mollie Greenwood
Sub Design Editor
Diversity does not mean danger
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De p r e s s io
Step by step we move forward
10/11
Print Editor in Chief Jeremy Caracci Mallorie Goodale
How high school students are affected by grief cept an rgainin n ial Ac Ba g De
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Laura Scieszinski
Online Editors in Chief
Leaving the grieving stereotype
*These locked in interest rates for current and upcoming costs for construction.
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Head Editor in Chief
ce
A look at the school district’s budget
Staff
16
Carly Kinning Clare Farrell
Staff Writers
Ellen Bennett Senad Besic Carly Campbell Sarah Caporelli Myles Glandorf Meredith Gwennap Eileen Lagerblade Natalie Larimer Katherine Lichter Anna Larson Kitarrah Mangra-Dutcher Sarah Margolin Daisha McAvaddy Courtney Mithelman Elizabeth Schraeger Bryce Schulte Elizabeth Orr Carmen Vajgrt Olivia White
B&WPhilosophy
The Black and White is published solely by the Johnston High School newspaper staff. Its goal is to inform, enlighten and entertain Johnston students. It is an open forum. In accordance with Iowa law and board policy, students assign and edit material and make all decisions of content. The paper is published ten times per school year. The paper will avoid material that is libelous, obscene or an invasion of privacy. The law does not require parental permission to use student quotes. Ethically, we believe students can speak for themselves. Staff editorials represent the opinion of a majority of the editorial board. Editorial and opinion pieces do not necessarily reflect the opinions of the adviser, school officials or the district. Letters to the editor must be signed. Like all material, letters may not be libelous, obscene or an invasion of privacy. Bring letters to room 413 within one week after publication to be considered for the next issue. The Black and White strives to report accurate and timely information. If you believe that an error has been printed, please contact the editors at jhsblackandwhite@gmail.com. The Black and White is a member of CSPA, NSPA, Quill & Scroll, and IHSPA. Recent issues of the paper earned these honors: Columbia Scholastic Press Association Gold Medalist, National Scholastic Press Association First Class rating, Quill & Scroll Gallup Award, IHSPA state placings and sixth in the National Best of Show.
photo essay
the b&w p.3
1
Individual sports seek success words & layout Meredith Gwennap
Wrestling, fencing club and bowling focus on individual scores as well as team scores
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Sophomore Ben Wilson forces Urbandale sophomore Cody Pearson in a front headlock during a duel match on Jan. 21. Wilson defeated Pearson in 4:28. The Dragons were victorious over Urbandale 44-24. Sophomore Hayley Signs throws the ball during a JV bowling meet against Ankeny. Signs bowled a cumulative total of 227 in round two of the meet. Junior Levi Clark delivers his ball during the bowling meet against Ankeny on Jan. 28. Clark’s best score that day was 201. Freshman Maeve Greising fences during practice on Jan. 15. The fencing club practices every Wednesday after school. Sophomore Drew Singbush holds Urbandale sophomore Justin Pack in a tight waist ankle at the Urbandale meet. Singbush beat Pack in 5:26.
feature
the b&w p.4
Superintendent search begins
words Anne Rogers & Bryce Schulte
layout Zoe Wilson
When superintendent Clay Guthmiller announced his
new superintendent and posted it online for viewing.
retirement, effective June 30, on Oct. 28, 2013, feelings
Ray and Associates will now recruit candidates that fit
were both happy and sad. “My thoughts were bittersweet
what the board has decided on. “Interested candidates
dedicated employees who serve our students,” Guthmiller
vestigation processes by multiple people before they will
because of the admiration I have for the district and the
will go through numerous screenings, interviews and in-
said. “Yet I look forward to more time for family, grand
be considered as viable candidates for the district,” Brock
kids, volunteering and my golf habit.”
said. “There is comfort in numbers, meaning that not just
It was then that the new superintendent search began.
one or two people are responsible for selecting the semi-
“We hired a search firm (Ray and Associates) and they’re
finalists recommended to the board.”
working on recruiting candidates for us,” school board
Until the semifinalists are selected, the board will not
president Greg Dockum said. “Once they recruit the can-
be involved in the search. “The associates have the ex-
cide who to hire.”
board doesn’t necessarily have,” Dockum said. “As a
didates it’ll be our job to interview them and hopefully deRay and Associates specializes in educational execu-
tive leadership searches. They recruit school leaders for schools and colleges
Two main associates from the firm, Linda Brock and
Dick Christie, are leading the search. “[Dick] and I will
have met with the board and will be the two faces of the
pertise in searching for candidates, and that process the
Superintendent Clay Guthmiller’s name plate sits in front of his school board seat. By the end of March, this seat will hopefully be occupied by a new name and a new superintendent. Junior Josh Borwick, also a member of the student fo-
district for the rest of this search,” Brock said. “Although
cus group, believes being apart of the committee is a good
consistent people that will be involved with your district
put a voice in for the students,” Borwick said. “Because
there will be other people to assist us, he and I will be the
way to be involved. “I thought it was a good opportunity to
through the search process.”
overall the selection of the superintendent will affect every-
To begin the search, Ray and Associates surveyed
and met with the public in order to see what character-
one that is a part of the school district.”
The students discussed what they thought should be
istics it found necessary in the new superintendent. “We
represented by the new superintendent, and the same
the district, strengths of the community, any critical issues
the final two candidates for the new position.
all looking for in the new superintendent,” Brock said.
a lot of different interests and a lot of different successes of
a student committee. Seven high school students were
kar said. She pointed out that he attends many academic
Caracci and teacher Chris Beguhn.
port in different ways is really important to us, and I think
that aspect of the school,” student committee group mem-
she said.
ent perspectives and areas of the student body who were
and met with the school board Jan. 13. There they decided
wants and needs for the new superintendent.”
ated a flyer with a profile of what they are looking for in a
got input from an array of people regarding strengths of
group will be brought together again in order to interview
that the superintendent will face, and the qualities they’re
“I think that Guthmiller does a fantastic job at looking at
One of the 13 focus groups interviewed by the firm was
the Johnston School District, and he identifies them,” Dina-
selected by student school board representative Jeremy
events, not just athletic events. “I think showing that sup-
“My activities are mainly academic, so I represented
that’s what I would probably ask for in one of the finalists,”
ber senior Aditi Dinakar said. “I think they wanted differ-
Brock and Christie took the data from the focus groups,
articulate and could properly present their goals and their
New
Superintendent Traits
on the top 10 qualities. The district and firm together cre-
Inspires trust, self-confidence, and models high standards Knowledge of emerging research in the area of curriculum, instruction, and assessment
group, it would be difficult to find candidates, so the firm
is kind of doing the legwork for us up front, getting us hopefully seven to eight good candidates for us to look at, and then ultimately we choose.”
Throughout the search, students are encouraged to
be vocal about what they would like to see in the new su-
perintendent. Dinakar thinks being involved is extremely important. “It’s easy to look to someone higher and overlook what they’re doing because we’re sitting here and we’re the ones that are the effect of everything,” Dinakar said.
She believes the superintendent needs to communi-
cate well. “It’s extremely important for the superintendent
to be personable with us because they’re going to have to contact or communicate with us when they need advice as well,” Dinakar said. “The faculty and the administration
helps make the district run, but we’re going to be the effects of it.”
Guthmiller believes his job is geared toward students.
“I think our students have a lot to say and we should listen
to them,” Guthmiller said. “I think we’re all here to serve them, and their input is vitally important.”
The new superintendent will be hired after spring
break. “My hope is that the new superintendent will bring in some new ideas, some fresh thoughts, and build on
what Mr. Guthmiller has done up to this point,” Dockum said.
Commitment to visibility with high interest in a broad range of community groups
Strong communicator - speaking, listening, and writing
Strongly committed to “student first” philosophy in all decisions
Possesses ability to enhance student performance
Experience in selection and implementation of educational pri-
Has demonstrated strong leadership skills in previ-
Ability to delegate authority while maintaining accountability
Is comfortable leading innovation and reform efforts
orities
ous positions
$
feature
the b&w p.5
The
district budget
words & layout Courtney Mithelman & Kate Lichter There are separate quantities of
money that the school takes from to pay for different things in the district. For ex-
ample, the money that the district will use for the new school is a different collection
of money that the district uses for renovation purposes. Debt is only for purchasing land and buildings, and for renovating
buildings, etc. Debt has nothing to do with the operating costs of a building.
This being said, the district has issued
$52,640,000 in revenue bonds for con-
struction purposes. The revenue bonds are paid through sales tax, which is the tax that is put on sales.
There is also approximately
$40,000,000 in debt for Government
Obligation bonds. This $40 million debt is paid off with property tax. Property tax is collected through taxing the residents of
Johnston, depending on the size of their
property. The $40 million debt will be split up and paid off over the course of twenty years.
$2.9 million is the deficit, which is
different than debt, that the district has in
revealed
Definitions
Fiscal Year (FY): Is equal to one year and was created to make calculating financial statements more convenient. This is different than a calendar year; Johnston’s fiscal year runs from July to June Deficit: The amount of something that is too small; a shortage of something, in this case, money Debt: The money involved in an agreement; one party lends money to another party that will eventually be repaid Revenue bonds: These are paid back with sales tax proceeds Government Obligation Bonds, GO bonds: This is the operational costs of the school. It is the cost of renovating buildings, athletic facilities, etc. This is also the outstanding debt of the school district ARRA: American Recovery and Reinvestment Act; funding that is received from the government to help save and create jobs Bond: Money used to finance a variety of projects and activities that will be paid back with interest Operating Costs: Deals with the expenses of the district on a day-to-day basis
the special education department. This
money is not considered to be “debt” be-
FY 2011 60 teachers 95 associates 509 students
$
FY 2010 62 teachers 96 associates 476 students
special education
department
$
facts and figures
*FY= Fiscal Ye a r
FY 2014 53 teachers 98 associates 456 students
The special education department
has a $2.9 million deficit. “It’s not surprising for a school district to operate in the deficit in the special education department,” Executive Director of
Financial Services Jan Miller-Hook
said. “It’s just that ours is a very large amount, and that’s not manageable.
That’s the piece that we’re having to look at.”
$ FY 2012 60 teachers 95 associates 477 students
$ FY 2013 61 teachers 103 associates 468 students
$ 2.9 Million them. “That’s the very reason that
the SBRC (School Budget Review
Committee) grants spending author-
ity, because they realize that,” MillerHook said. “There’s not enough
funding, so they give you authority
to go ahead and tax for that differential.” This tax comes from property tax.
In order to help this deficit, the
This deficit has developed because district office notifies the schools of
of several factors. Higher transporta-
any changes that need to be made
the American Recovery and Reinvest-
schools try and find little ways to
tion costs, as well as lost funding from
cause it is included in the operating costs of the buildings.
$
ment Act (ARRA) are factors for the
for budget cuts, staffing, etc. These save money, such as looking at
deficit. Transportation costs are higher field trips, transportation and other
$ 40 Million
$ 52 Million
because as the number of students
programs to help with this deficit. “In
extend bus routes. The ARRA is the
tive, and be listening, and looking
increase, the district must change and funding that has not been an income
source since 2011. This funding is no longer received because it was apart
both used for construction purposes
This was used to purchase revenue bonds for construction for the new high school*. *These locked in interest rates for current and upcoming costs for construction.
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8
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5
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2
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$ Construction of Timber Ridge Elementary $ Tennis courts-concession restroom, and storage $ Turf for the High School football field $ Middle School kitchen remodel and serving area $ A new entrance and office area, new dugouts with storage & back stop at the baseball field $ New warehouse with office area $ 2,000 square feet remodel to existing support facility $ Classroom addition to the High School, approximately 25,000 square feet remodel to the High School $ Land purchase
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+
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of an economic stimulus package by
the federal government during the nation’s economic downturn.
The special education deficit also
any case, our job is just to be recepfor ways, potentially, where we can
find some money here and there to be able to start whittling that deficit down, or at least making sure that
deficit doesn’t get any larger.” Principal Brent Riessen said.
Unfortunately, this takes time.
comes from the decrease in the
It would be very difficult to cut 2.9
Even though the student numbers
year, so it is broken down through-
number of students in the district.
decrease, the staff levels have stayed the same throughout the special education department.
By law, the district must meet the
needs of the students. Even if there is not enough funding for students’ needs, the school must provide for
million dollars from a budget in one out several years. “It’s not like all of the sudden the amount will be a lot
smaller, it’s just something we have to work on as we look at reallocations of resources on an annual basis,” Miller-Hook said.
feature
the b&w p.6
Leaving the grieving stereotype n ial e D
An ge r
Death is not the only thing that can cause grief. Grief spective when times get tough. “People grieve differently
happens after a life crisis that causes high levels of stress. and not everyone has the same experiences that kids do,”
“A loss or grieving is not necessarily about a loss or some- Sapp said. “It’s important to find someone who has experithing that went wrong,” Health teacher Jackie Sapp said.
“It is more about where we are not getting fulfilled, and it’s how we eternalize that feeling.” Whether that be a divorce,
Divorce
As senior Alex Clark moved from stage-to-stage in the
the death of a pet, a first C in a class, or a big loss in a grief process from his parents’ divorce, he learned to acsport, all cause grief.
cept the divorce more and to come to terms with the situ-
As a teacher, Sapp comforts students and lets them ation.
know her room is a safe place. “I can usually tell when
De p r e s s io
n
X
words Jeremy Caracci layout Kenzie Foldes
cept an c A
rgainin a B g
ce
Grief affects students in more ways than one, noting differences in the process
ing. “There was still a lot of sad feelings thinking why did
this happen to me,” Clark said. “Why can’t I be all the other kids and have my parents be together?”
After going through the bargaining phase, Clark moved
right into the anger stage.“Right after the divorce had been finalized I fought with my parents a lot,” Clark said. “That
added to the sadness because I was mad and sad so there was just a lot of emotion there.”
Clark and his parents had a lot of struggles with com-
When Clark first found out about the divorce, he was it
munication after the divorce happened. “I crashed my car
and talk to see what’s going on. Health is a resource. It’s a really feel real because it took another couple of months
car,” Clark said. “There was a lot of things like talking back
something is going on with my kids,” Sapp said. “I just try was very clear that he was in the stage of denial. “It didn’t
way to tell kids that there are places to get help. I think that to where I was only seeing one at a time,” Clark said. “It is part of the reason why it is required for all kids.”
just felt surreal thinking that my parents were going to be
The five stages of grief are denial, anger, bargaining, together while they’re still both in the same house.”
depression, and acceptance. Dr. Jeffrey Kerber, Clinical
Clark thought his parents would help their children
Manager of UnityPoint Health Counseling Centers, is an transition into the divorce. “Instead of me and my brother expert on counseling and grieving. “I ‘believe’ in the stag- switching time off they each got another place and would
and there was a lot of things going into getting the new and forth about cars and I often ended up in the middle.” It came to a point where Clark had to express his feelings
and explain to his parents what was happening. “I would
honestly be like, ‘Guys I’m in the middle and you need do it yourself.’”
Clark did not spend a very long time in the depression
es so much as they have universal relevance evidenced switch off timing in the house,” Clark said. “That was just
stage. He learned quickly that things were not going to
of trauma,” Kerber said. “People who move through the vorce was finalized.”
ized where I was okay with everything,” Clark said. Clark
by broad research support and they echo the dynamics kinda weird, that was how it was until April when the distages well generally don’t make use of extensive counsel-
Although the situation was different and uncomfortable
ing; rather they have found adequate support in their social for his family, it assisted Clark with grieving. “I think that network, family, friends, etc.”
really helped the process because it kinda helped me and
Sapp has dealt with grief. “I lost my mom in the first five my brother come to terms with the fact that we would only
years I was teaching. On the outside people were thinking see one parent for a week,” Clark said, “rather than the first
I was OK, but what they didn’t know was that I would go in 16 years of my life when I was seeing both parents at the my room on my free period and cry.”
Sapp understands that grieving is difficult and unique in
same time.”
Clark then went out of order and moved to the bargain-
every situation. She does her best to see the students’ per- ing stage. He often had thoughts about what was happen-
The 5 stages of grief The five stages of grief, otherwise known as the Kubler-Ross model, were created by Dr. Elisabeth Kubler-Ross. The stages are not intended to provide a formula for which a grieving individual should follow. Instead, they provide common phases that acts as an aid.
X
Denial: The individual will isolate themselves and fail to except the situation.
Anger: The
feeling of anger may arise and an individual may redirect strong emotions towards people or objects.
Bargaining: An individual may feel powerless and begins to make “bargins” with a higher power in order to regain power.
change. “It was probably a year after the divorce was finalhas a different understanding of the divorce now. “I’ve really come to terms with it and I’ve really accepted it,” Clark said. “This is how things are going to be and it’s actually kind of helped me in a way.”
Clark uses what he has learned from the divorce in his
everyday life. “I feel like I now just let everything out and not just say awful things to people,” Clark said. “Just tell people how you feel, be straight up and say what your thinking.” Clark’s mother declined to comment.
Depression:
Some individuals may experience a deep sadening when they begin to understand the certainty of the situation.
Acceptance:
An individual comes to terms that the event they have experienced has occured.
entertainment
the b&w p.7
extraorDIYnary:
words & layout
Mallorie Goodale
Do it yourself projects that require minimal supplies, money and skill. Great for anyone that already loves to craft or those who want to get started
12 3 4 5 67 8 9 10 1 2 Infinity scarf from a sweater
step
supplies:
step
Cut off both sleeves.
sewing machine scissors pins size M sweater or bigger
Cut up the seams so the sweater looks like this.
step
Cut along the top seam so you cut it in half.
cost: $5
what is this hole?
time:
one hour
step
step
Cut across the top of both sides so that you cut off the hole.
Fold the piece so top and bottom line up and wrong sides are together.
step
step
Earring holder supplies:
Check out jhsblackandwhite.com for the next steps and more extraorDIYnary tutorials!
wooden picture frame scissors screen decorating supplies staple gun
cost: $5
time:
Cut the seams so all sides are straight.
one hour
note:
The sides of the sweater will be the top and bottom of the scarf and the top and bottom of the sweater will be the seam that connects the scarf together.
step
Fold over both sides with wrong sides together.
step
Turn inside out.
Pin and sew.
step
What is inside your frame/the glass doesn’t matter.
step
Sew along where you pinned.
If your scarf is too small, stretch it out with your hands a little until it is the size you want. Save the rest of the sweater for another scarf or a DIY to come soon.
step
Take the glass and artwork out of the frame.
the b&w p. 8&9
johnston alumni
january/february 2014
Johnston alumni offer advice words & layout | Sarah Caporelli & Anna Larson
Abigail Westemeyer
Wes Nyberg
Jenny Glover Konfrst
From the years 1988-1992 Jenny Konfrst
Abigial Westemeyer went to college twice.
Graduated Johnston students tell their stories of their journey and their future plans
walked the same halls we walk today. She par-
class from Johnston. Nyberg was well-known in
University to play volleyball and study graphic design.
for football and wrestling. Konfrst was also on
president among marching band, show choir,
to become a graphic design student at Iowa
frst now has a family and a career and a life.
sign. When Westemeyer graduates she is plan-
High School in 1992 and went to Drake, majoring
a degree in Community and Regional Planning.
lic relations/journalism in her second semester
er took to play volleyball at a college level and
nalism and public relations at Drake University.
ticipated in Innovation and was a cheerleader
After high school Westemeyer attended Grand View She
transferred
after
her
freshman
still get her degree but she found herself unhappy. “I wasn’t happy with the size of the col-
Start
lege. Also, I didn’t want to prioritize college vol- Graduates from Johnston High leyball over my art education,” Westemeyer said. School in 2010 The work Westemeyer was doing also was displeasing. “I wasn’t happy. Sitting at a com- Attends Grand View University to puter desk designing graphics to please cliplay volleyaballl ents all day seemed tedious and restrict- and study Graphic ing,” Westemeyer said. “I wanted more.” Design in 2010The image that Westmeyer saw for herself is 2011.
very different from her reality. She ran into a little Transfers to Iowa bit of trouble with her transfer but has no regrets. State University in 2011 to major in “Sometimes credits do not transfer.Westemeyer Design had to take nine credits over the summer to get back Plans to graduon track to graduate on time,” Westemeyer said. ate from Iowa Transferring was hard for Westemeyer for other State University to reasons than just credits. “Quitting volleyball was pursue a degree very hard for me. I miss diving all over the court, but in Community and Regional Planning. it was for the best,” Westemeyer said. “I am a lot
taking a class for fun, that’s probably what I wanted to do for a career, so I switched,” Konfrst said.
After graduating from Drake, Glover started a job
down the street from JHS. “I worked for 12 years at
Iowa Public Television , and I still work for them dur-
ing fund raising drives,” Konfrst said. Working at IPT helped shape Konfrst’s drive to go after journalism.
Konfrst’s life went through multiple chang-
es like finding her major and a job she enjoyed, and now she has decided to go to law
school in the fall part-time. “Every choice I’ve made along the way has impacted my next career move, and I have no regrets,” Konfrst said.
The life that Konfrst built for herself is not one
she imagied,“I still don’t love change, but I’ve come
interest in other things. “I am infatuated with the
now that change usually will make our lives better.
The change in Westemeyers major spiked an
frst is turning 40 this year and she understands
concept of how social space operates as both a
Just remember as you are going through the
product and producer of changes within an in-
college process,“Keep an open mind, and re-
When Westemeyer looks back she does not
you’re wondering what you want to be ‘when you
said.
seem to have any regrets. “I have realized that
change is inevitable. Shielding yourself is tiresome and will lead to no personal growth,” Westemeyer said. “Embrace and conquer change.”
possibly physical therapy, but some things happen
journalism class ‘for fun,’ then realized I that if I was
to find ways to embrace it more,” Konfrst said. Kon-
Westemeyer
team or a basketball coach. “I like athletic training,
member to do what you love,” Konfrst said.
“If
grow up,’ think about what you love to do most.”
Graduates from Johnston High School in 1992
Start
Attends Drake University and majoring in Socail Work
Transfers to Iowa State University in 2011 to major in Design Plans to graduate from Iowa State University to pursue a degree in Community and Regional Planning.
and chiropractic happened and that was my calling.”
Finding your way through all of the different career
paths can be hard. Getting your thoughts fixed on an
overall idea can help you figure out what you want to
do. “I’ve always wanted to help people,” Nyberg said. “And I knew I always wanted to help people without
the use of drugs like I wanted to be more hands on.”
Graduates from Johnston High Schoool in 1998
Start
Attends the University of Iowa from 1999-2003 earning a degree in Psychology.
day in him clinic. “I try to figure out why people do
Starts at Palmer college of chiropractic graduating in 2005.
Nyberg said. “I have to learn how I can we persuade
Starts working in Ankeny in 2005.
Nyberg’s degree in psychology helps him every-
what they do why people behave in a certain way.” or to help change people’s behaviors from unhealthy habits to healthy habits so you have to be able to figure out the best way to communicate with that patient.”
After college Nyberg immediately jumped into
the chiropractic field. “I worked for a guy in Ankeny
for a couple years after I graduated and I just got to a point where I felt I could do more,” Nyberg said.
Now Nyberg is the owner of a seven-year-old selfmade clinic. “I wanted to do some different things.
So I quit, and I found this place and worked really really hard to get to where I am today,” he said. Nyberg never took anything for granted because
he never went for a second class version of his life.
“Don’t just settle for average, pursue excellence,” Nyberg said. “You should absolutely love what you do.”
ing those projects and also the getting the equipment and furniture in those buildings,” Kline said.
The then current principal Tom. Downs and
classes but did not ever obtain a degree. He is now
tions of maintaining the building. “I was scared
during the year and in the summer I worked fulltime,” Kline said. “During the summer I did deep
a speech to the ninth graders about the expectato death,” Kline said. “I was like ‘That’s not my cup of tea I haven’t been trained in this,’ But they
pushed me hard and challenged me, and with-
out them I wouldn’t be where I am at today.” All of Kline’s hard work did pay off as he was
cleaning, scrubbing, painting and mowing.” The
offered and accepted the position of assistant di-
thing that he actually enjoyed doing. “It was inter-
he became the director. “Would I say I got lucky?
job was a way for Kline to make money for someesting maintaining a very old building,” Kline said.
The plan Kline had for his life was never a
straight path. He never imagined custodial work, but
he did not see college either. “I thought about joining the military,” Kline said. “But my grandmother said to me ‘Hey, you have a good thing going there at school; stick it out because it could be something
you could be doing years down the road,’” Kline said.
Kline decided to stick it out and slowly work his way
up. “I worked hard and my boss and other people noOpens Waukee Wellness in 2007 to the present.
I also took care of planning, organizing and build-
superintendent Dr. Sundblad asked Kline to give
night a week vacuuming and doing custodial work
included being either an athletic trainer for an NBA
cepted more responsibility he found more av-
his graduation the school offered Kline a full-time
“[In high school] I worked a couple hours each
In high school the future Nyberg saw for himself
she enjoyed rather things she imagined. “I took a
enues of his interests. “I was head custodian, but
the Director of Buildings and Grounds in the district.
lege of Chiropractic and became a chiropractor.
being a social worker, but found herself doing things
happier at Iowa State and State Gym is amazing.”
frastructure/environment,”
ogy. Immediately after he started at Palmer Col-
Konfrst imagined her life to be centered around
know that looks like a lot of fun,” Tim Kline said.
position. Later in life, Kline attended several college
of Iowa and graduated with a degree in psychol-
When the previous head custodian retired
the position was offered to Kline, and as he ac-
year of high school until he graduated in 1978. After
school Nyberg attended college at the University
teaches at Johnston, my son is a senior and gradu-
the windows, it was cold and snowing and they
Kline was a school custodian from his freshman
kee and plans on expanding. After graduating high
of freshman year. She is now a professor of jour-
Grand View was an outlet that Westemey-
ating from Johnston. My heart and soul is here.”
In 1974 Kline participated in a high school pro-
Nyberg now owns a chiropractic clinic in Wau-
in social work. She switched her major to pub-
ning on applying to graduate school to pursue
down in a classroom (in high school) that was
often remain unthought of. “I remember sitting
gram to be a school custodian. Working part-time,
yearbook, basketball and national honors society.
Jenny Glover Konfrst graduated from Johnston
State University and is currently majoring in De-
Kline said. “I graduated from Johnston, my wife
were out there plowing and I was thinking you
school because he was the student body vice
the yearbook staff and was part of SAIL. Kon-
year
The people that clean up, mow, and, shovel
on the north side and when you would look out
In 1998 Wes Nyberg was in the graduating
Westemeyer graduated from Johnston in 2010.
Tim Kline
ticed and said ‘He’s a hard worker,’” Kline said. After several years, Kline became the utilities custodian.
Kline started to become interested in the utili-
ties of the building, “I had this desire to learn what
made these buildings function,” Kline said. “The boilers are very interesting on how you could
have this huge piece of equipment that could produce so much heat.” Kline attended courses
at community college and earned certifications
to work in the boiler room and with the electri-
cal aspects of the school, but he wanted more. As Kline became better at what he was doing,
others started to take notice of his hard work. “I have been offered several positions from other companies and schools but my heart and soul is in Johnston,”
rector of buildings and grounds. After five years No, I had to work hard to get where I’m at,” Kline said. “If somebody has a goal and they choose
to work hard toward that goal, it’s achievable.” Hired as a part time custodian from 1974-1978. Gradutes from Johnston High school in 1978. Offered a fulltime postion as a custodian at Johnston. Becomes the Head custodian in 1984. Becomes assistant Director of Building and Grounds in 2000. Becomes Director of Building and Grounds in 2005.
Start
the b&w p.10
Step by step we move forward At one point in junior Regen Siems’ grieving over Cam-
Grieving will continue as the community moves for-
eron Carico’s death, he felt sick to his stomach. “I thought,
ward. “Every situation you have a loss it affects you differ-
sad and breaking down about it and you would think, ‘Oh,
than I did two years ago with loss and sadness. There’s
because you would see others past that point of being
maybe I shouldn’t be feeling this anymore. Is there something wrong with me?’ But there is no time limit for grieving. I learned that. There’s no set period of when you’re supposed to be over something.”
Two years after Spenser Nelson and Cameron Caricos’
deaths, the Johnston community continues to grieve. Two
years is not enough time for everyone to heal. Grieving is a constant healing process and for some, it will never
end. Remember that everything you feel is OK. Whether people are upset, angry or apathetic, no one will judge
people for grieving. Do not ever be afraid to mention or talk about Spenser or Cameron.
Grieving is different for everyone. “When I started
teaching we had a student complete suicide; it was maybe
my first or second year,” principal Brent Riessen said. “And I’ll never forget the advice our principal gave us which was
ently,” Riessen said. “I can tell you that I feel different now
times where tears just start welling up, and I’m not really
sure- I know where it’s coming from but it’s weird because two years ago it wouldn’t probably have been that case.
And right, wrong or indifferent, wouldn’t take me much to
cry right now. But those emotions, those things, that’s part of life and how we move on.” Riessen acknowledged that grief does not fade completely away. “You take that hole
that’s there and you seal it up. It’s always still there and you just move forward with it. It’s not that you can ever heal that thing that’s there but what time does is it kind of
my wife said, ‘Brian we can’t have you being angry again’
off and sometimes it’s exposed and open and you can see
anger. Even though you’re going to have some things that
these other things that come at us kind of pick that scab
it’s right there on the surface. And then other times it just nicks it and it hurts but you’re able to move on.”
No matter how similar the people, everyone grieves dif-
ferently. “[Grieving was] just different for my wife and I,”
OK. Even if you weren’t close to the young man, if you’re
that isolation period right away. She didn’t want to be
crying and you don’t know why, that’s fine. If you were really good friends with him and you don’t feel anything, that’s fine too. Because the problem people deal with is
rather to integrate that pain into our lives and keep living,” he said.
Sasha Mudlaff has also worked closely with the John-
ston community as Hamilton’s Academy of Grief and Loss Consultant. Mudlaff reminded everyone that grief changes
over time. “There’s going to be fear from parents, ‘Oh my gosh, I don’t want my kid to be hurting all over again,” she
said. “What they don’t understand is it’s not all over again. It’s never all over again. It’s new.”
Senior Brandon Sexton has experienced the change of
“For people not close to the loss, for people who are
helpful. They don’t want their kids or friends to be hurting.
others.”
Former Johnston Middle School Principal and current
game last night (Jan. 11) and I couldn’t stay for the whole
“The task is not to forget the pain associated with the loss,
Talking about one’s grief should never be something to
be ashamed or afraid of.
around people. My thought was that I wanted to help
Dr. Jeffrey Kerber has worked with the Johnston School
Health. He suggested that grieving does not entirely end.
you need to get out.”
friends or family of those close to the loss, they’re want-
Indianola High School Principal, Carico recognizes the
District as the Clinic and Program Manager at UnityPoint
and so I really worked hard on that one, not to feel the
Cameron’s father Brian Carico said. “She went through
no matter how you’re feeling you wonder why you’re not feeling the other way.”
Illustration/Kenzie Foldes
puts a scab on it or it covers it up and we move on. And so
to make sure kids know that whatever you’re feeling is OK. So if you are crying and you don’t know why, that’s
editorial
five stages of grief even now. “We went to the basketball
thing,” he said. “It was halftime and I was ready to go and
ing to be protective,” Mudlaff said. “They’re wanting to be
And so they can tend to think, ‘Let’s not bring it up, let’s not talk about it, let’s just move on.’ And that is what’s unhealthy because it’s these sort of outside people telling those who are most closely affected what is or is not helpful.”
Junior EmmaGrace Walter noticed a difference be-
just those kinds of things, the isolation piece. The denial it
tween the openness of the grief group her freshman year
I still, and Dawn and I still talk about this a bit, we still wait
Cameron and stories about him and talking about ‘Oh
was never really the fact that it didn’t happen. But you still,
for the sound of the car. There’s still that ‘he’ll come home any minute’ kind of thing. And so that part you still have that feeling of. Acceptance, I don’t really know what acceptance looks like for this. We know that we have things
that we have to continue to do. We know that we have to take care of our daughter and we know we have to take care of each other. But as far as acceptance as that come to peace with, no. And I don’t think I ever will.”
Carico also recognized a switch in the grief over his
and the rest of the school. “We would always talk about
Cameron would’ve said that. Cameron would’ve done that,’” she said. “And you get to walking down the hall and
someone mentions [Cameron or Spenser’s] name and it’s
just like, ‘What? You said that?’ So I guess it’s just like I
like being around people that are willing to talk about it.” Walter thought people have been hesitant of talking about
Cameron and Spenser. “They’re scared they will bring up emotions of someone,” she said.
Siems also was a part of the grief group. “I know there’s
grief since Spenser Nelson and Cameron Carico’s deaths.
son compared to the grief over his father. “My father com-
some stuff you don’t want to talk about with your parents
people instantly just wanted to talk about it and grieve on
anger. I was very, very angry at him. I was very angry at
to talk amongst people your own age and to hear that you
“There’s a lot of differences in people,” he said. “Some
it forever. Me, personally, I didn’t want to really think about it as much and I just did slowly over time.”
pleted suicide, and I remember after that one I had a lot of
different people. And I remember my wife, Dawn, we were over that first night after Cameron died at my in-laws and
even if they are really supportive and it was nice to be able weren’t the only one going through something,” he said.
Talking about thoughts, feelings and stories about
The editorial is an opinion held by the editorial board of the newspaper. It needs a simple majority to pass. This month’s vote was 10-0.
editorial
the b&w p.11
Step by step continued Spenser and Cameron can help anyone heal. “Talking
dents to keep talking about those things. Keep the mem-
implications for your life is almost universally helpful,” Dr.
them together. It really is a sense of community and un-
with supportive people about the loss, the person, and the
Kerber said. Even the guidance office found it helpful to talk to UnityPoint Health professionals through their own
grieving. “To be honest it was helpful for us, as we were
ory alive and they feel connected and close and it brings
fortunately students are grieving, but it does help to lean on one another.”
Expressing feelings and thoughts can help one move
also grieving, to also have extra support because I think
forward in grieving. “I hate to say that I’m not as sad. But
and it was also we just needed to admit that we needed
ebrating the good times that I shared with Cameron and
we all felt like we were trying to be here for everybody help through it just like anybody else,” guidance counselor Stephanie Guthrie said.
It is important to not shut off support during grieving.
“I’ve seen that and I’ve experienced that within my own family a bit, where it’s been mainly my brother and I (after
it’s not necessarily grieving over their death it’s more celSpenser,” Siems said. “It’s not necessarily- like I miss them and I think about them all the time, but it’s not like
I think about missing them it’s more like I think about the good times I had with Cameron and Spenser.”
Carico prefers students to be around one another dur-
my father died),” Carico said. “We just kind of withdrew
ing their grieving process.
didn’t want to bring it up with me. We just avoided each
can’t face it. I think that’s the isolation part that’s tough on
marijuana. There’s an elephant in the room. You’re going
pull totally out of society and that sort of thing and that’s a
from each other. I didn’t want to bring it up with him; he other. And that doesn’t help anything; it’s like drinking or to have to deal with it. So if you just keep avoiding it those
get bigger and bigger and bigger. And you sometimes can
“I don’t want to see the isolation part where they totally
grieving. There’s introverts, but then there’s people who hard part for me.”
probably a two week leave after that,” Carico said. “And
been two years. There are people that will believe that
me too. So you just have to get in there and it hurts but
I remember during the time I kept thinking, ‘Oh my god I
People are not harmed by keeping their grief personal.
“When I feel like the time to talk about it, it is,” senior Zach
Brandt said. “But I just like to keep it to myself because it’s a subject I prefer not to talk about.”
Talking helps heal but keeping grief to one’s self is not
always dangerous. “If it’s typical for that student there’s
While others grieve, remember to be respectful of what
they need to do. “Grief is personal,” Mudlaff said. “There
grief. “I pulled out and I didn’t come to work and I took
you can’t just keep avoiding it.”
out with me and not be alone. I’m just here.’”
He remembered being in an isolation stage in his own
divide your family and that’s what you don’t want to do.
And I felt that with my brother and I think he’s felt that with
Illustration/Kenzie Foldes
can’t do this. I’ve got to get back to work. I’ve got to keep
doing these things’ because as an educator I can’t continue to hide and not face this thing or I’m never going to
are people that don’t think it’s helpful to acknowledge it’s that’s going backward in our grief. And that’s OK. While for some people remembering and honoring is not for them, and that’s OK for them, there are people that need this.”
Honoring and remembering is best when it is personal
be any good as an educator again. So I remember going
and with a close group. “Do something special for that
needed and it wasn’t.”
something for the family, even on their birthday or just a
back to that but taking some time off is what I thought I For people who keep thoughts and feelings to them-
person’s birthday as well,” Guthrie said. “Maybe it’s doing
monthly thing where you can do something special just to
no need to pressure or force this person to talk about it
selves, try to express grieving in a different fashion.
very much that way and after his father died he didn’t re-
a letter or thinking of a way to honor their (lost one’s)
it is taking part in suicide prevention walks, sitting on an
person really enjoys doing and finds peaceful. Sometimes
with the statewide task force and helping draft legislation.
because they just may not,” Guthrie said. “My husband’s
ally say much. He handled it in his own way and that’s OK.” When someone changes drastically in normal mood
or behavior is when it is important to speak up. “It’s really just important just to monitor their baseline behavior,”
Guthrie said. “So is that how they typically are? And if you
see a drastic change then it’s something to let people know about especially an adult know if you’re talking with a student or friend. Just make sure a parent knows.”
The guidance office offers pamphlets, tips, one-on-one
“Sometimes people find music calming or even writing
memory,” Guthrie said. “It’s something that whatever that it’s reading different stories of people who have dealt with
loss and ways that they have worked through it. So it kind of varies. I like listening to students and hearing the things
that they loved about their loved ones and how they’ve
maybe changed or become a better person because of having this person in their life.”
To help others through their grief, simply offering to be
meetings with guidance counselors and free sessions
there with them is best. “The most important thing to do is
any student in the district.
you to talk. But I’m here for you anytime,’” Guthrie said.
with mental health professionals at UnityPoint Health for
Sharing stories and memories facilitates grieving and
remembering Spenser and Cameron. “We heard a lot of
really cool stories,” Guthrie said. “And I encourage stu-
just remind them ‘hey I’m here I’m not going to pressure
“And just open the door that ‘I am happy to listen to you.
I can help you if you need anything even if it’s just an ear, even if you don’t want to say much and just want to hang
say, ‘Hey we didn’t forget. We miss him everyday.’”
Moving forward is different for everyone. For Carico,
advisory board for mental health education, involvement
For Dawn Carico, it is raising money for suicide prevention
and taking part in the Cameron Carico +10 Foundation. For Brandt, it’s remembering his time with Spenser. “It has
been two years but the bond that Spenser and I had, it’s never going to go away,” Brandt said. And for Siems, it is never being afraid to talk about his memories. “I know
some people still don’t want to talk about even the good times that they shared with Cameron and Spenser like they still think it’s a sore issue to bring up,” Siems said. “But
I know as for me, it’s awesome to share good memories and talk about the good times with others.”
Never forget that we grieve in our own way, just as we
will never forget Spenser and Cameron.
The editorial is an opinion held by the editorial board of the newspaper. It needs a simple majority to pass. This month’s vote was 10-0.
opinion
the b&w p.12
Diversity does not mean danger
Preconceived ideas proved wrong in an eye-opening experience
These are just regular stu-
dents raising their hands in a regular classroom that could
words Mollie Greenwood layout Kenzie Foldes
be anywhere. Just because
someone is from a different
school or different neighbor-
At the start of US History, East High School senior
hood does not mean they are
Natalie Flores’s first class, I look around the class-
any less of a person. They just
room and realize that I am one of six Caucasian stu-
have different experiences and
dents in a class of 24. As you all know, this is quite
backgrounds.
different from that of a class at Johnston.
On Friday, Jan. 17, I shadowed Natalie at East
High School. I followed Natalie throughout her schedule. East runs on a block schedule so they
ideas about what’s going to happen,” principal Brent
90 minutes long.
(someone’s) shoes, the trip looks a bit different than
only have four periods each day and each is about The reason I decided to do this is because I have
attended Johnston for all 13 years of my education. I
Riessen said. “I think we all know once you walk in what you maybe anticipated.”
Natalie talked to me about some preconceived
Demographic breakdown
Percentages of different races at Johnston and East
have never experienced anything different so I want-
ideas she and others at East tend to have about
High School. Information provided by the Iowa Depart-
day. East seemed like a good fit because I’ve heard
that are speculated about East. I agree with Natalie
Johnston High School
ed to see what it is like to be a new student for the how vastly different East is from Johnston.
I have heard talk from Johnston kids saying that
East and other Des Moines schools are ‘sketchy’ or
‘scary’. When telling someone about my trip to East, this person asked me if I was going to wear “crappy”
clothes so that I wouldn’t stick out in the halls. This
Johnston and I shared with her some of the things 100% when she says that kids from East and other Des Moines schools are just like anybody else.
“Whether we’re from the East side or not, we’re
the same,” Natalie said. “We’re no different from others.”
One of the first questions many people asked
person also asked if I was scared for my safety or if
me was, “What’s the biggest difference between
for fear of having it stolen.
Johnston is 83.91% Caucasian and East is 41.54%.
I was going to bring anything in the school with me, I was very embarrassed for this person after they
asked me those questions. Is diversity so foreign to Johnston kids that they honestly think these things?
East and Johnston?’ and my answer is the diversity.
People come from many different backgrounds at East and they are very interesting to learn about.
Some people also asked me if East is like I imag-
This person was not the only one who made remarks
ined it. I had a hard time answering that question
ing to do, I was determined to set the record straight.
into it. I had a feeling it wouldn’t be like the negative
like this. After telling my peers about what I was goI shadowed Natalie at East for a day, and after
my first-hand experience there, I will be the first to
tell you that it is not a shady place. Diverse, yes, but sketchy, no. All of the students and teachers I talked
because I didn’t really know what to expect going reputation or rumors that are sometimes associated with Des Moines schools, but other than that I had no idea what to expect.
After reflecting on my day in the life of an East
to were very personable and welcoming. None of my
High student, I would strongly advise other students
safety. It really was not a lot different than any other
ence and I met lots of new people. It was eye open-
belongings were stolen and not once did I fear for my regular school. Yes, bad things do happen at every school, but those bad things should not determine
to do the same thing I did. It was a wonderful experiing, and it disproved many of the rumors I had heard.
“You know that not everyone is from the same
the reputation of the school.
place, same neighborhood,” Natalie said. “ It opens
that we don’t judge books by their cover so just like
think it’s a huge benefit as a person my age because
“I think it’s very important from my perspective
somebody here, like you, that goes in and walks the halls of East there are probably some preconceived
up your eyes and your mind for the bigger world. I
I can learn to accept different people from different cultures.”
ment of Education.
86% 5.9% 3.6% 3.5% .07% .07% 1,355
white asian hispanic black native american pacific islander students total
(grades 10-12)
East High School
41.3% 8.1% 28.3% 14.44% .57% .13% 2,292
white asian hispanic black native american pacific islander students total (grades 9-12)
opinion
the b&w p.13
Boundaries on the boundless Music/Art programs limit students’ freedom of expression words & layout Natalie Larimer Freedom of expression. We hear the phrase a lot,
but nobody seems to realize what the definition gives
them the liberty to do. “The freedom of expression is our right and our desire as artists to not feel as though there are boundaries on what we can represent,” band director Patrick Kearney said.
When the music programs give you a sheet of music
and tell you exactly how to play or sing it, that limits the boundless expression. Music is supposed to be a masterpiece that displays your individual ideas as the
brushstrokes, but it is really hard to paint a unique masterpiece when someone is making you trace the lines of
Illustration/Natalie Larimer
someone else’s work.
Instrumental music is hard to express yourself with,
but it is not impossible. Ever hear a piece of music that
has no words that creates a feeling of a certain emotion
in your mind? That is expression. The musician is essentially playing their thoughts to you and you are feeling what they were thinking when they wrote it.
Lyrical music is a very easy way to express your-
self, if you are provided the opportunity to. You can sing words that portray an emotion that you feel or a certain aspect of your personality trait that you have. In chorus,
however, you are given the music and the words and
told exactly how to sing it, even how to dress when you sing it. That defeats the purpose.
The art program is where I take pride in our creative
education, though it is not perfect. “I don’t grade your idea,” art teacher Emily Slattery-Phillips said. “You can grade creativity, but I’m not going to make a judgement on someone’s idea.” That is the philosophy that we
need in our classes. Even so, the teacher still gives you
an assignment and you have to have certain criteria to
meet to get the grade. I am not saying we should just have artistic free time, but if I have a different drawing
style than your assignment dictates, then my project is going to be disastrous.
When I took Clay 1 last year, I was frustrated when
I could not make a certain type of bowl. I tried to make it, and it collapsed many times. I ended up with a C- for the project. We “need to have a well rounded education
of the subject”, but if my bowl collapses four times then I feel like I can say that I have gotten a fair education about it and also hate the assignment. We do not want
the artists among us to be discouraged about their abili-
ties because one assignment knocked their grade to a
B rather than their rightful A. Currently there is a differ-
band director Jeff Robilliard said. “It doesn’t really give
took Clay 1. “If a student is really trying and they just
own music.”
ent guideline for instances like this rather than when I can’t get the project done,” Slattery-Phillips said. “Then
the opportunity to kids to spend time making up their It is important to play other pieces of music that you
I can adapt the requirements for them.” That would
haven’t written. That is also expression, if you choose
People will disagree with some works of art and mu-
ing to play, that is when it gets frustrating. “If we tried
have been nice last year.
sic. It is just what happens when you express yourself. “No matter if it’s writing, drawing, painting, or playing
music, you could express this near impossible feeling easily through something you love,” junior Kaitlyn Nagel said. “Say other people reject your seance of
the song. When the director chooses what you are goto say ‘Okay, let’s all go be expressive today’ then that would all just look like chaos,” Kearney said. If musicians are focused, however, they will not necessarily see it as chaos.
Instead of having concert after concert, maybe we
escape. I don’t really feel that’s very fair because art
do a section where students either perform a solo (an
have to make your art conform to others, they should
group that performs a piece that they rehearse and then
isn’t sunshine and rainbows all the time. You shouldn’t
adjust to you.” Expression can be controversial. Many people don’t like to express themselves because they don’t want to upset people, but that is the point. Why should someone else’s opinion about your work affect
original piece or something that they choose), or be in a perform for the teachers during lesson time or another
scheduled time. I think the parents will get over the fact that there will be one less concert per year.
One way to express yourself on your own time is
your creation? It’s yours. Enjoy it.
compose some music. Spontaneously create a melody
Music Theory class. In that class students have the
at the moment, or maybe you draw, paint, or photo-
Music has incorporated some composition with the
chance to compose their own music and express themselves in that way. “We’ve got students who perform improvisations that is very self directed, they’re creating
spontaneous melodies, spontaneous ideas,” Kearney
said. This gives the musical people among us a chance to shine.
The music and art programs still need to provide
more options for expression. The structure of the music programs limit our musicians because they spend all
their time preparing for the next concert. “Our calendar dictates that we have performance after performance,”
or some lyrics that show what’s happening in your head
graph. Do whatever makes you proud. Then sit back
and admire it. If you like it, that’s good enough. Who cares what other people think of it? “If others don’t like it
or are offended by the work you do,” Nagel said. “They don’t have to look.” That’s the whole point of expression. Getting your true self put out there where everyone can admire. This is our free pass to show off. If you do not get hate from it, you are doing it wrong.
We cannot keep our incredibly talented band and
choir locked up in a box. We cannot keep our amazing artists believing that they are terrible at art.
opinion
the b&w p.14
Staff members Senad Besic and Mollie Greenwood’s responses to conflicting text messages from the opposite sex.
Failure to communicate
words Senad Besic & Mollie Greenwood layout Kenzie Foldes
Mollie
Senad Received:
Sent:
My first instinct if I ever received
I rarely send ‘K.’ anymore when
this text would be to run away.
I remember some people would substitute ‘K.’ with ‘Potassium’.
That was the coolest thing since sliced bread I kid you not.
I’m mad at someone. I’ll either
argue or not respond if I’m mad at them. I’ll only send ‘K’ to my
parents when they tell me to do
Received: This person is definitely angry.
If I send this message, I’m defi-
the middle finger.
best to stop talking to me for now,
To me this message is essentially
K.
Sent: nitely rattled. It would probably be to let me calm down, and try talking to me later.
chores because I hate chores.
Receiving this text all varies on
I’ll only use a winky face with close
if I were to receive this text from
will recieve the message in the
who sends it to me. For example,
Text Message:
friends or with someone I think
A winky face to me translates to
If I send a winky face, I am usu-
winky face gets annoying, so use
However, if I am talking to some-
flirting. However, overuse of said
ally just joking or being sarcastic.
it wisely.
one new, it may be a sign of flirt-
If I get a text that says, “Walruses If I send a heart, it’ll either be
I don’t know that I have ever
I’ll only use a heart if I am kidding.
<3” I would assume that this
suppose if I received it I would
care I will tell them through the
a stranger, I would assume
they’re hitting on me. Which is
okay, I’ll probably be flattered! Or revolted…
right connotation. Also, I will use
it when I am flirting with someone. I mean, it is a winky face after all.
Hey ;)
ing.
that know how to play the banjo
one, or four trillion. Okay, four
received a heart from a guy. I
If I am trying to show someone I
person loves walruses that know
it a lot of the time to show my
assume it was a joke.
words I say or in person.
Most of the time, this means
You deserve a high five because
how to play the banjo. Which is a totally acceptable thing to love.
I hate recieving this message because I really doubt that anyone
actually laughs like that out loud. That’s what ‘lol’ is for, gosh.
trillion is excessive, but I overdo friends and people I text that I really, really appreciate them.
Over the years, I’ve substituted
this for ‘lmao’. I can assure you,
though, that if I do actually send
‘hahaha’, I’m not really laughing.
This happened to me all the time
I did this a lot in ninth grade, but
was the most enraging thing on
almost always respond to a text,
during sophomore year and it
I have changed my ways. I will
the planet. Please never do this
unless it’s in a group chat with
send the wrong impression.
group chats, those were created
If I get a text from a friend say-
If I text in all caps I am probably
to anyone, it’s annoying and you
ing something like, “ROBERT
DOWNEY JUNIOR IS IN IOWA TO FUND A GROUP THAT
HELPS DISABLED KOALAS”, I
would imagine them screaming that as loud as they can.
<3
lots of people. I hate texting
whatever I said was “blonde”
Hahahaha
(Doesn’t reply for hours)
by Lucifer himself.
yelling at you. I could be mad, or just plain excited. Either way, I
am riled up about something and I want to express it in a sentence
full of letters that have hit a major growth spurt.
and he is laughing at me. My bad...
inely humorous. Props to you.
If someone doesn’t reply for
If I don’t reply for hours, I am
things: You are annoyed by me
or school. If I continually take
or some other terrible event has
inexpressive answers, maybe
hours, I assume one of three
probably busy with swimming
and don’t want to talk, you died
hours to reply and use short or
occurred or you are actually
just wait for me to text you next
busy.
time...
IF SOMEONE TEXTS ME IN
Most likely I’m really excited
ING IMMEDIATELY BECAUSE
better respond quickly or I might
ALL CAPS I STOP RESPOND-
(ALL CAPS)
whatever you just said was genu-
I ASSUME YOU’RE YELLING
AT ME AND I AM A SENSITIVE PERSON.
about something so you had hate you forever. No joke.
sports
the b&w p.15
Student athletes commit early
Students make non-binding and binding commitments to college for athletics words | Carly Campbell & Elizabeth Orr
layout | Kenzie Foldes
Spending a weekend hanging out in the dorms
Steps
and going to late night movies helped solidify se-
to be a
nior Justin Winnett’s decision on where to spend
college athlete
the next four years of his life. When Winnett visited the small campus of Saint Cloud University,
he could definitely see a future as a student ath-
lete there. “The school really had everything I
FRESHMAN
was looking for,” Winnett said. “It had the major I wanted, it was close to home, and it was also
Colleges start
number eight in the nation for Division 2 sports.”
contacting
After visiting the college, Winnett was confident he
athletes via
wanted to sign to the university to swim as a student
letters or e-
athlete. The first step in Winnett’s and other athletes’
committing process is usually the verbal commitment. A verbal commitment is usually made between
an athlete and a college during their sophomore
SOPHOMORE
or junior year of high school. This is a non-binding
Athletes tour
commitment that states the athlete will agree to stop
schools, meet
looking at other colleges and universities, and the
school they commit to will hold a spot and a schol-
Provided/Justin Winnett
proved to be difficult. Bender, a varsity tennis
Senior Justin Winnett, seated in the middle of the front row, signed a National Letter of Intent to Saint Cloud University on the November signing date. Winnett celebrates the commitment with his friends from top left to right: junior Marcus Miller, senior Alex Clark, senior Lauren Stenger, junior Nick Collison, freshman Lexie Winnett, senior Carter Mehls.
“Syracuse was my dream,” Bender said. “It was
coming gymnasts, so Hassel was relieved that Ne-
domly decided that I wanted to stay close to home.”
relief when you commit to a school because the
arship for the athlete. It is allowed for the athlete to back out of the deal without any consequences.
For junior Liera Bender, choosing a school
player, had her heart set on Syracuse, New York. the only place I was even considering. But I ranAfter deciding on staying in Iowa, she first toured
the University of Iowa and thought it was where she wanted to go. She then toured Iowa State last fall and
was hooked immediately. Bender verbally committed in August. “Its everything about the school,” Bender
said. “I especially like that it’s in the Big 12 confer-
Colleges hold about three spots a year for in-
attend the institution full-time for one academic year
braska was holding a spot for her. “It’s a really big
tion agrees to provide financial aid for one academic
pressure of getting on a team and finding a col-
lege is gone,” Hassel said. “I can just focus on my sports and improving my skills as an athlete.” Hassel feels the need to keep improving as a gymnast
even though she has already committed to a school.
ters of intent each year,” athletic director Gary Ross
said. “Its kind of fun, we set up a table and invite the family and the school to come and take pictures.”
Winnett is one of two athletes at Johnston to
coming. “When you commit, it goes on a web-
the actual signing date. “I guess it was a relief to
a college but also feels a drive to train harder be-
site that tracks gymnasts and how many spots
Sophomore Sierra Hassel also plans to com-
NCAA (National Collegiate Athletic Association) let-
sign a NLI on the November signing date. Winnett
school, the e-mails and letters have not stopped
cause of the competition she will face at Iowa State.
year. “Johnston has about three or four students sign
Although Hassel has already committed to a
ence for sports because the Big 12 is really competitive for tennis.” Bender feels relieved about choosing
(two semesters or three quarters). In turn, the institu-
colleges
have
so
everyone
knows,’”
Hassel
said. “I still receive a general letter from colleg-
made a verbal commitment about a week before
sign but also nerve-racking,” Winnett said. “It kind of felt like I was signing my life away.”
There are consequences for not fulfilling the
es talking about their program and their school.”
agreement. The basic penalty for not fulfilling the NLI
nastics. As of the end of November, Hassel has
dent athletes is usually the National Letter of Intent
two semesters or three quarters) at the future school
The University of Nebraska is nationally ranked
sign the NLI. The time in which they can sign in their
pete in collegiate athletics. Hassel is a level 10
gymnast, the second highest skill level in gymverbally committed to the University of Nebraska.
at number 10 for gymnastics. Hassel started receiving three or four letters and e-mails a day her
freshman year. She toured a number of schools, such as Stanford, Denver, Missouri, and Utah before deciding on verbally committing to Nebraska.
After the verbal agreement, the next step for stu-
(NLI). During the student’s senior year he or she may
agreement serving one year in residence (full-time, and losing one season of competition in all sports.
Winnett has every intention of swimming next
senior year depends on the sport, because each
year at Saint Cloud University. With the relief of col-
binding agreement between a prospective student-
ming. “I really just want to focus on this season, my
sport has its own signing time. The signing letter is a
athlete and an NLI member institution. In this written
agreement, a prospective student-athlete agrees to
lege lifted, he feels like he can focus more on swimsenior season,” Winnett said. “I really want to win
state, and I have a decent chance of it this year.”
coaches, and learn about programs
JUNIOR
Athletes make a non-binding verbal commitment. The school agrees to hold a spot and the athlete agrees to stop looking at colleges.
SENIOR
Athlete signs a National Letter of Intent. NLI is a binding agreement between an athlete and a school.
backpage
the b&w p.16
Scholarships made simple
Scholarship essay writing tips Do not use “you” or “your” in formal essays. Read your essays aloud before submitting them. Your ear will often catch mistakes that your eyes may overlook. Do not announce your thesis. Work into your thesis in a subtle way. Don’t use the phrases “In my opinion”, “I believe”, “I think”, “I feel”, “I know”. Since you wrote the essay, it is considered redundant to tell your readers that this is your opinion.
A look into scholarships in Johnston, a history of the Dragon Scholarship and hints and tips on writing a scholarship essay
Don’t stick in high-level vocabulary just to make your papers “sound smart”. Always tell why and how you think what you do. Use strong transitions to link topics between paragraphs, and also to link topics within paragraphs.
words & layout Clare Farrell & Zoe Wilson
Johnston scholarships
Provided/Kelly Thompson
Scholarships in numbers
Ryan Crowder Teamwork Award
Not every scholarship is awarded in the form of money. The Ryan
Crowder Teamwork Award is a non-money scholarship that is awarded each year to any male or female graduating senior. Ryan Crowder passed away
in the summer of 2009 and played for Johnston’s State Basketball Championship Teams in 1994 and 1995. The award recipient has to exemplify the
Students that applied for the Dragon Scholarship this year
same traits that Ryan Crowder represented: classroom expectations, role acceptance, on task, winning attitude, desire, expectations, and respect.
The Ray and Marie Schlenker Scholarship
$1.5 million
The Schlenker Scholarship is a $10,000 scholarship ($2,500 a year), that
is awarded to up to two graduating seniors who plan to further their educa-
tion at an Iowa four-year college or university. Requirements for being a can-
didate in receiving this scholarship include: being involved in school activities and having a GPA of 2.5 or higher. The scholarship is rewarded at the end of
money awarded last year in the Dragon Scholarship
the school year on class day.
Student Council Scholarship
At the end of each school year, student council checks the amount of
4,000
profits they have leftover from different community events and fundraisers
and take this money and reward it to one male or female graduating senior
that has shown outstanding leadership qualities throughout their high school career. Applications are typically available around the month of April and
students must go through an application and interview process to receive this award.
245 total amount of money given by the Dragon Scholarship Fund as of 2013
$89,400 amount of scholarships given in the Dragon Scholarship Fund since 1988
amount of scholarship money that goes unused every year
$1 billion+
Provided/Robyn Mills and www.scholarships.com/financial-aid
Dragon Scholarship history
The Dragon Scholarship Fund
gives every senior financial assistance as they continue their education after high school
Year # of scholarships Year # of scholarships
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 44
47
57
78
91
99
106
122
110
122
146
150
139
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 178
183
142
156
159
180
196
211
241
205
232
200
245
Provided/Dragon Scholarship Fund