January/February

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

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Find us on Twitter! follow us @jhsnewspaper

Follow us on Instagram! Follow JHSPress for newspaper and yearbook photography

www.jhsblackandwhite.com

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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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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Scholarships made simple

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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

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A look at the school district’s budget

Staff

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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

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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

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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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$ 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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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

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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

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words Jeremy Caracci layout Kenzie Foldes

cept an c A

rgainin a B g

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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’

mail

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