N G I FA LL N I TO TH E CRA C K S Academic dishonesty hinders involvement in extraccurriculars, teacher perception PAGES 9-12
Volume 11, Issue 6
March 9, 2018
INSIDE: Flu Epidemic...Page 8 Teacher Marathoners....Page 13 Marvel vs DC...Page 16-17
Softball...Page 18
2
News Volume 11, Issue 6
state of the
UNION Budget deficit leads PfISD to consider scheduling changes Megan Fletcher | Copy Editor
Recently, PfISD’s deficit budget has been in the public spotlight. On Feb. 23, superintendent Dr. Doug Killian spoke in the Performing Arts Center to all teachers and staff on campus about possible changes coming to schools in the coming years to cut back on spending. “It’s purely a question at this point of what people are willing to tolerate for the budget,” Killian said. In a recent district-sponsored video, Killian brought up the possibility of eliminating the Professional Learning Community (PLC) period, one of two class periods middle and high school teachers have off. According to the video, the PLC period, used for communication between teachers of a particular subject, costs the district $8,500 at the middle school level per teacher and $7,500 at the high school level per teacher. The same video explores the possibility of moving from the current block schedule to a traditional seven or eight-period one, saving PfISD an estimated total of $2.5 million, but only if secondary schools eliminated the PLC period. However, the video -- posted to PfISD’s YouTube channel -- acknowledged the setbacks the proposed change would create, such as “credit accumulation” opportunities: on the current block schedule system, a student can earn up to 32 credits, whereas on a traditional block system, they can only earn 28. The video also pointed out that students in doubleblocked courses, such as band and athletics, already only have 28 credit opportunities. Students need 26 credits to graduate. Because of scheduling passing periods,
Killian admitted high schools in the district would have to go to a seven-period day if they were on a traditional schedule, causing high school students to lose an elective. “I’m not a big fan of eight-period days,” Killian said. “They’re too short for teaching. I’ve noticed there’s a trend for seniors now to not take a full load, so if you do eight periods, a lot of seniors will end up having collected all the credits they need for g r a d u a tion and they don’t take the extra classes, [so]they go into college without having taken a full load -- a not as challenging load as they need to.” As examined in depth on page three, moving to a traditional seven-period schedule would increase the time spent in each class per year by about 21 hours, assuming each class period was about 50 minutes in length. While it may seem like students won’t receive enough time in each class because of the shorter class period, seeing teachers every day greatly increases amount of time in each class. “In a seven-period day the class sizes would be smaller,” Killian said. “I’m not predisposed to any answer on that, whether it’s a block or a traditional [schedule],.
We did a survey of surrounding districts, of surrounding high schools, and high funded districts were on block, while the lower funded districts were all on [a] traditional [schedule]. They had kind of been forced to go make that decision based on economics. We’re getting close. Even though we’re property wealthy, we don’t make a lot of money.” Killian added that block and traditional are not the only schedules possible at the high school level, for example, an accelerated block schedule is having four classes per day every day for a semester, and then the next four classes -- the ‘B’ day -the second semester. While PfISD is likely not considering schedules other than regular block and traditional, there are other options for the district. Killian also acknowledged eliminating the block schedule is not the only thing on the table for the budget. In a recent PfISD budget YouTube video, the possibility of combining Windemere Primary and Elementary schools into one campus, eliminating the cost of paying two principals, two nurses, two gym teachers, etc., saving the district about $1.2 million.
"[Other districts] had kind of
been forced to go make that decision based on economics. We’re getting close. Even though we’re property wealthy, we don’t make a lot of money.”
-Dr. Doug Killian, superintendent
However, Killian admitted the Windemere project has not yet been discussed and analyzed enough for a final decision, and it would be physically impossible to combine the campuses for the upcoming 2018-2019 school year. The superintendent attributes the deficit budget -- meaning the district has to spend more than they’re earning -- to the continued growth in student population without an increase in state funding. This is partially due to the so-called Robin Hood plan, which sets a revenue cap -- a set limit on funding through property tax rates per student -- for school districts. If any district takes in more money over the revenue cap, the excess funds are “recaptured” by the state and given to poorer districts. However, the district cannot simply increase its revenue, because the state would take away funding for PfISD’s transportation. As a result, the district would be forced to cut the budget even more to pay for school busses. “If we were to tax above $1.06 per $100 evaluation on property taxes, then we would have to send money back to the state,” Killian said. “Since we’re taxing below that, we’re okay right now. “ According to Killian, if the district became a true “Robin Hood” district and had to pay extra to the state of Texas, then the state would also relinquish PfISD’s transportation funding, which, according to him, costs the district about $9 million each year. If PfISD became any more property wealthy than it already is, the budget for staff pay and insurance -about 70 percent of the budget -- would have to be cut even more to compensate for paying for school busses.
BY THE NUMBERS Megan Fletcher | Copy Editor
Recently, PfISD’s budget has been in the spotlight. People all around the district are wondering if we’ll be on a traditional schedule next year, if teachers are teaching seven of eight classes, and if students will only be able to take seven classes.
Below is data regarding PfISD’s budget history and proposed ways to combat the deficit budget, including the proposed possibility of moving to a traditional schedule with seven classes in total instead of eight.
Why does the district have a deficit budget? Other
Expenditures (spending)
Plant maintenance
total spending: $220,649,042
Federal projects
Instructional media
School administration Instruction
Revenue
Features March 9, 2018
3
District budget questions answered How much more time do I spend in each class on a traditional schedule (based on a 175 day school year)? 85 minutes per class, every other day = 7480 minutes in a school year per class
vs.
50 minutes per class, every day
=
= 8750 minutes in a school year per class
Compared to the current block schedule, a traditional schedule with seven classes gives about 21 hours extra time per class in a year.
“If we get even wealthier [in property], then we’re going to send some check to the state.”
total revenue: $ 212,605,000 State funding
Other local income
Property taxes
Investment income
-Dr. Doug Killian, Superintendent
PfISD proposes plan to become District of Innovation Megan Fletcher | Copy Editor
The District Academic Advisory Council (DAAC) voted 31-4 to advance PfISD in the District of Innovation process on Feb. 13. District of Innovation, part of House Bill 1842, allows districts to apply for exemptions from state education policies, such as the date school starts. The district’s move in the process follows Round Rock and Hutto ISD’s recent statuses as Districts of Innovation. PfISD’s Local Innovation plan proposes exemptions from Texas Education Code Sections 25.0811 and 21.401, allowing the district to start school before the fourth
Monday of August and cutting the number of teacher service days to be closer to the required time in school for students. The district’s reasoning for these proposed exemptions, as stated in the Local Innovation Plan posted on PfISD’s website, states starting before the fourth Monday in August would make the fall semester the same length as the spring semester. According to the Plan, a reduced amount of teacher service days would not result in a decrease in teacher salary. The timeline to the right is provided by pfisd. net/innovation.
the DATES Feb. 16, 2017: Board adopts resolution to initiate District of Innovation process
Board holds public meeting
March 2, 2017
Jan. 31: DOI final vote to move Plan to DAAC for consideration (45-2) DOI Innovation Plan posted online
Commissioner notified of Board’s intent to vote on DOI plan
March 2018:
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News Volume 11, Issue 6
NEWS BRIEFS
Teachers gain recognition from faculty Carolina Yanez | Reporter
Teachers awarded for their hard work and contribution to the school were announced by principal Daniel Garcia at a cake ceremony on March 2.
Nominated by and then voted on by the HHS faculty, the following were honored this year.
“I was so surprised when Mr. Garcia said my name, I saw my kids run out, then I saw my husband and parents, I started crying. Having my family there to support me and two former students of mine made it all super special. I feel truly blessed to have received this award. I love being a part of the HHS family and getting to work with amazing teachers.” Raina Pearce, Teacher of the Year “I was excited and it was a great honor to be nominated by the faculty and staff and be recognized for all the hard things going on. It’s very nice and an honor to represent Hendrickson as humanitarian of the year. It’s a great honor to have that doesn’t always happen for teachers.”
Hellen Barczi, Humanitarian of the Year
“It was pretty amazing to come back to the school and teach at the school you attended, and it’s great that other teachers see the work you’re putting into the class, the school and its students. It’s very nice to be recognized” Mackenzie Guthrie, Rookie of the Year
Art students compete at VASE contest Anna Schulze | Reporter
Artists of every level submitted their best and most meaningful pieces on Feb. 10 at the Visual Arts Scholastic Event (VASE) competition. “I love being able to meet other artists,” sophomore Sole Oren said. “It’s really cool to get to know them and learn about their art process.” Oren received all fours, the highest score given, on the piece she submitted. The competition is an all-day event in
which students are called into rooms to explain the thought and process behind their piece in front of a judge. Afterwards, they are able to walk around an open gallery, where all the competing student’s artwork is displayed. “It’s such a good community of people,” sophomore Madison Boothby said, who also received all fours. “It’s nice to be around people who understand the effort that goes into art.”
Carolina Yanez | Photographer
Silver Dancers travel to Ireland for parade Abigail Hill | Asst. Editor
After getting invited to go to Ireland during spring break, the Silver Dancers will perform in the St. Patrick’s Day parade on March 17. For past trips, the dancers have been to New York City and Hawaii, but this is the first time they will be going out of the country. “We were invited to perform in the St. Patrick’s Day parade in Dublin,” senior Sofia Torri said. “I’m really looking forward to having a new experience and trying new things, but I am most excited to perform in the parade.” During the trip from March 13-20, the dancers will go sight-seeing and look at
the castles while they aren’t practicing for the performance. “We are going to multiple places in Ireland, [but] we are only staying two days in one place, including Dublin and Cork,” Torri said. Although Torri has been out of the country before in Italy, this is her first time getting to go to Ireland with her teammates. “I love that this trip is on my senior year because it makes the memories more special,” Torri said. “Some of the Silver Dancers and I will be making a vlog while we are there and I can’t wait to look back on it when I’m older.”
Diamond Darlings support baseball team Kaitlin Mackey | Asst. Editor
After one season in existence, Diamond Darlings goes for season two. In Diamond Darlings, girls fill out an application and submit the application to sponsor Jana Powers for a chance to be a part of an organization. In this organization, girls are then able to either pick or be assigned to a baseball player to support during games as well as participate in community service activities. “When I first heard about Diamond Darlings, I thought it would be a fun way to get out and have a lot more experience with school and to be social,” junior Amber Mustafa said. “I wanted to be a Diamond Darling because Diamond Darlings
[have] a lot of benefits with community service ,as well as leadership opportunities.” All throughout the season, the Diamond Darlings go to the home games to support their assigned/picked player. Although their main focus is to support the baseball players during their season, the Diamond Darlings also engage in team bonding activities with each other and strengthening their relationships with each other. “I like being a part of Diamond Darlings because you get a chance to do a lot of activities in groups and you learn to have a really good relationship with the other girls,” Mustafa said.
Debate Success
Juniors advance to Reagan Nationals
Maria Torres | Reporter
Juniors Bryce Hann and Sydney Stogel won 1st and 2nd, respectively, at the Greater Texas Regional Qualifying Meet, advancing to the Ronald Reagan Great Communicator National Debate Tournament in July. If successful, Hann and Stogel are guaranteed at least $1,500 in scholarships, with the potential of winning $10,000. “I was actually surprised,” Stogel said. “I felt relieved and really excited because my teammate is going with me, and I just felt glad that I did enough work to get there and make my coach proud.” In addition, both Hann and Stogel, including junior Rene Otero, were each awarded a $7,000 scholarship from the Leadership and the American Presidency (LTAP) program in Washington D.C.. The summer-long experience in the nation’s capital awards college credit to students and allows them
to have an immersive experience in political leadership and government.
AWARDS &
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News March 9, 2018
accolades
Band members earn chairs in All State band
Sydney Stogel (left) and Bryce Hann (right) pose for a picture with their medals after the Greater Texas Regional Qualifying Meet.
This year, band has ten All State students, holding the second highest number of All State band students in the state. These students are part of the top 1% of
student musicians in Texas and will represent the school at the annual TMEA Convention in San Antonio in February. The ten students are:
Gihvan Bilal (11), Clarinet Duncan Crow (12), Trombone Aidan Grivas (11), Bass Clarinet Owen Larson (10), Trumpet Valerie Hernandez (10), Trumpet Colton Simpson (12), Alto Saxophone
Declan Simpson (12), Trumpet (2-year All State) Bennett McCullough (12), Euphonium (2year All State) Daniel Schulze (12), Bassoon (3-year All State) Logan Seaton (12), Clarinet (4-year All State)
Debate competes in Harvard tournament Seniors place in BPA State Convention The Debate team travelled to Cambridge, TOC due to her advancement in CongresMass. to compete in the tournament hosted by Harvard University. Junior Rene Otero placed 2nd in Extemporaneous Speaking, earning his 4th bid to the Tournament of Champions (TOC). Junior Jenna Damnen earned a bid to the Debate
sional Debate. Juniors Sofia Valdespino and Bryce Hann placed 17th out of 371 teams in Public Forum and juniors Trey Gutierrez and Dylan Scott placed 17th out of 104 Cross-Examination (CX) teams.
Those who placed at Harvard tournament pose with various awards after competition.
TFA members have success at state tournament The team participated in the Texas Forensic Association State tournament on March 1 through March 3, at La Vernia, Texas. There, Junior Rene Otero placed 3rd in FX. Juniors Trey Gutierrez and Dylan Scott as a team placed 3rd in CX, separately, Scott placed 14th in CX speaking and Gutierrez placed 16th. Junior Bryce Hann also placed 9th in PF speaking, helping the team reach a “record breaking performance” and going farther than they ever have before. Rene Otero poses with his medal after placing 3rd in FX Juniors at the TFA State Tournament.
After years of coming close, seniors Asia Dockery and Grace Cramer placed at the Business Professionals of America (BPA) State competition, which took place Feb. 28-Mar. 3. Dockery took 5th place in Integrated Office Applications and Cramer came out on top with 1st place in Basic Office Systems and Procedures. Both members qualified to represent Texas at the National Convention in May.
Grace Cramer (left) and Asia Dockery (right) pose for a picture with their medals after winning at BPA state Convention.
FCCLA proceeds to state competition Taylor Hedlund | Reporter
Family Career and Community Leaders of America (FCCLA) participated in the Region Competition in Corpus Christi on Feb. 1-3. FCCLA competed in Parliamentary Procedure, Food Innovations, and Life Event Planning. “Our group did Parliamentary Procedure, which for Food Innovations and Life Event Planning you usually have two to three people, but we had eight,” junior Brianna Reinheimer said. “Each category was to show off each student’s strengths in the family class they might take, so we did law.” Juniors Natalie Lam and Nathan Tu-
iaosopo placed 2nd in Food Innovations for the meal they created to benefit the community. For Parliamentary Procedure, juniors Hope Israel, Paula Rosas, Reinheimer, Khalid Abdi, Dezhanae McDonald, Riyah Spellman, sophomore Sirad Yusur Abdi and senior Daysha Simpson came in 6th place. “FCCLA in our case was Parliamentary Procedure, which was to enforce regulated meetings and keep order between the members, making us better leaders and team members,” Rosas said. “We made it to state, but we could have done a little bit better to make it in the top three.”
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Opinions Volume 11, Issue 6
your TURN
Staff Editorial
Organized gun protests should lead to reform In response to the Stoneman Douglas High School shooting, various protests have sprung up nationwide, the most famous of which being the National School Walkout set to take place on April 20, the anniversary of the Columbine High School shooting in 1999. 15-year-old Lane Murdock’s change.org petition to prevent further mass shootings has gone viral online with students around the country pledging to walk out of their classes at 10:00 a.m., the time the Columbine shooting began. Students should strive to voice their opinions through peaceful protests on these tragic events because doing so promotes unity and encourages change. Through large turnouts at protests, potential shooters notice the strength of hundreds of classmates setting aside their differences and popularity statuses to show they will not tolerate this hatred. By protesting, potential perpetrators see schools are not divided and can easily unite to protect campuses, if necessary. Coming together to protest against school shootings shouldn’t be a matter of exclusivity for one solution to eliminate the issue. No matter what reform people think should happen, protestors should set aside their local high school rivalries. Doing so unites in solidarity the countless victims who went to school on any given day only to be killed by yet another instance of gun violence. Securing schools isn’t a matter that varies campus to campus, it’s a nationwide moral strengthened through these organized protests. Along with the spur of planned protests, social media has lead adolescents to encourage their peers to speak up and write to their senators about dissat-
isfaction with gun violence. While there is no easy solution to completely eradicate these mass shootings, lawmakers should at least try to pass bills to reduce the risk of yet another one occurring. Just as the government almost instantly improved airport security after the 9/11 attacks, efforts should have been made to further secure schools after Columbine. It’s heartbreaking to think 25 school shootings have occurred since that first tragedy and no attempt at a solution has been made thus far. Lawmakers must focus less on conflicts outside U.S. borders and put efforts into this issue occurring on home terrain since 1999. Although students should not expect an instantaneous solution to be made in response to these protests, the strength in numbers at the walkouts encourages lawmakers to begin the long process of trial and error towards a joint resolution. Without a large turnout, the walkouts won’t have a significant impact on encouraging representatives to act against the gun violence. Walking out of class in the middle of the day may not be feasible for everyone, however by writing to state representatives and senators students can have practically the same effect at ending the school violence. To completely eliminate the issue for future generations, members of both political parties must agree that violence at school needs to come to an end. No matter what political affiliation one identifies with, people of all ages: children, teenagers, and adults must come together to ensure school is a place students can attend without fear on a regular basis.
The Hawk, the official student newspaper of Hendrickson High School, is an open forum for the exchange of ideas and opinions.
Hendrickson High School 19201 Colorado Sand Drive Pflugerville, TX 78660 http://www.pfisd.net/HHS (512) 594-1100 Student Population: 2750 Staff: 269
Adviser: Kari Riemer Principal: Daniel Garcia
www.facebook.com/HawkNewspaper
Opinions expressed reflect the beliefs of the student author and do not necessarily reflect the opinion of the entire Hawk Staff, the Hawk Adviser, the Hendrickson Faculty and Staff, or the Principal. Letters to the editor are welcomed, and may be dropped off in E211 Corrections will be printed when brought to the attention of the staff.
The Hawk is printed monthly at Granite Printing in Taylor, Texas. 1,500 copies are printed each run, and are distributed to the student body through Talon and newsstands throughout the building.
What government action do you think should happen after recent school shootings? “I believe we should have metal detectors here at Hendrickson -- that could prevent some future terrible situations. I think it’s necessary to also have yearly mental checkups for gun owners, because we never know what’s truly going on in someone’s head.” -Destini Washington, 10 “For our safety, we should have more public protection, such as guards or metal detectors at our doors. Felons should not have guns. There should be stricter age restrictions on guns and guns shouldn’t be allowed on school property. I know some colleges do allow their students to carry guns, but that shouldn’t be allowed.” -Tianna Claiborne, 12 “Honestly, I think the most important thing for our government to do is to set a good example, they need to just come out and say that the recent school shooting was wrong, and that it’s a huge tragedy and that they want to support all of the families and people affected.” -Cole Cano, 12
Upcoming local protests March 24 - March for Our Lives Pflugerville 10-11:30 a.m. in the Pfield Parking Lot March for Our Lives 12-3 p.m. at Austin City Hall April 20 - PfISD Joint High School Walkout in Protest of Campus Violence 11:30-4 a.m. in the Pfield Parking Lot
Editorial Staff Co-Editors: Alex Fulton & Ileana Perez Copy Editor: Megan Fletcher Assistant Editors: Holly Hambleton, Abigail Hill, McKenna Lucas, Kaitlin Mackey
Brisa Espinoza Virginia Gaffney Taylor Hawthorne Taylor Hedlund
Reporters
Paul Le McKenzie Quiroz Camryn Sadlier Anna Schulze
Samuel Perales | Cartoonist
Maria Torres Zachary Valdez Kyla White Carolina Yanez
Harrison Lloyd | Cartoonist
Associations Interscholastic Press League, Texas Association of Journalism Educators, Journalism Educators Association, Columbia Scholastic Press League
Honors ILPC Bronze Star, 2014 & 2015, 2017 Columbia Scholastic Press League, Gold Medalist 2016 Silver Crown, 2017 Crown Finalist, 2018
FA LLI N G I N TO THE CRA C K S Academic dishonesty hinders involvement in extraccurriculars, teacher perception PAGES 9-12
Design by Alex Fulton
Volume 11, Issue 6
March 9, 2018
INSIDE: Flu Epidemic...Page 8 Teacher Marathoners....Page 13 Marvel vs DC...Page 16-17
Softball...Page 18
HIT or
7
Opinions March 9, 2018
MISS
Poor-quality fruit served in POD Although no one expects the cafeteria and the POD to serve five star meals, the quality of the food is sometimes lacking, more specifically the freshness of the grapes served in the snack line. More than once, students have found moldy grapes in their $1.75 cup of grapes. The price of the grapes is too expensive for inadequate food. The cafeteria strives to offer students healthy foods, but their effort is lost if the fruit is not fresh. The quality of the fruit in the cafeteria is a miss.
Big Event lacks advertising Approximately 3,200 PfISD students participated in this year’s Big Event, but only about 200 were from here on campus. This could be due to the lack of promotion and awareness of The Big Event.. Lack of awareness of the Big Event sign up deadline drastically lowered our participation count. Low participation in this chance to give back is a huge miss.
Counselors encourage AP tests End-of-year AP tests are not taken lightly. With a cost of $80 each, many students struggle to afford the price of one, let alone multiple tests. This year, counselors have been more active in encouraging students to take all of their AP tests, and giving out generous scholarships to make sure money isn’t as much of an issue. The involvement of the counselors and the scholarships available make this year’s AP tests a hit.
Speed bumps promote safety Because of reoccurring car accidents in the student parking lot, multiple speed bumps were put up to insure safety and precaution. The multitude of speed bumps decrease the probability of speeding and help prevent reckless driving. Despite the slow movement of traffic, the new preventative measure creates a safer environment and is overall beneficial for drivers making the speed bumps a hit.
my STORY College acceptance leads editor to reflection of current DACA policies
Ileana Perez | Co-Editor
In a matter of seconds, I felt my heart sink so far into my chest I could’ve sworn it was lodged in between my ribs, unable to return. I had just opened the email app on my phone for no reason and then saw I had received an email from my dream college. Hundreds of doubts ran through my mind, but as I opened the email, my heart pounding, I read the sentence that made all the stress, tears, anger and selfdoubt worthwhile. I had been accepted. A college acceptance letter means a lot of different things for different people which are all valid in their own individual reasons. For me specifically, an acceptance partially represents all of the hard work throughout my stressful years, but it also represents the sacrifices of those before me. I like to think my story begins before I was born -- 1980, to be exact. Before I was born, my dad left his hometown in Guadalajara, Mexico and navigated a new life in California, where he worked countless hours to provide for his family back in Mexico in hopes that they too would be able to join him as American citizens. Even though he became a legal citizen, he still faced push back from people who heard his thick accent and automatically deemed him unqualified. In June of 2015, President Donald Trump said, “When Mexico sends its people, they’re not sending the best. They’re sending people that have lots of problems and they’re bringing those problems.” But how is a man who works day and night to give his family a better life anything less than the best? If my father brought problems, then why does he run a business and have three kids who have made it past college? The government constantly scorns
immigrants, labeling them as people with poor work ethics, drug addicts, and alcoholics when in reality, immigrants are hard workers who sacrifice to provide for their loved ones. If my father hadn’t immigrated to the United States, then I probably wouldn’t have thought of college as a possibility, much less attending my dream college. So when I received my acceptance letter, I couldn’t help but think of all immigrants and Dreamers who are being denied the same opportunities I received. As the government continues to postpone DACA cases, I hope they understand this: With every moment they don’t take action, there are countless humans who remain unsure of their future. Not thieves, not rapists, not pr o bl e m s, but human beings-human beings who have lives and only want a chance to make a change in this broken world. As I reach my eighteenth year, I begin to better understand the privilege I hold. Both of my parents are legal citizens, and I never have to worry about my family being torn apart. But I’d be hypocritical if I didn’t use my privilege to speak up for those who can’t say anything. So when I head off to college and begin to make my place in the world, I’ll save room for the Dreamers next to me, so that they too can change the world.
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Features Volume 11, Issue 6
Season of Sickness Statistics, questions surrounding recent flu outbreak presented Kaitlin Mackey | Asst. Editor
1 2 3 Q
&A
86% of Texans have had the H3N2 influenza virus, and 13.5% of Texans have gotten the swine flu.
4
The flu season has impacted more people this season because the vaccine hasn’t been very effective.
More than 4,000 people in Texas have died from the flu this year. There has been a total of 26,890 positive flu cases in Texas.
5
Texas health officials have confirmed that this flu season is the worst season seen since the H1N1, or “swine flu” pandemic in 2009.
Flu can lead to pneumonia, which is what is causing a lot of the deaths that have occurred in Texas.
6
Percentage of doctor visits for flu-like illnesses dropped from 13% to 11%.
Information complied from the Deparrment of State Health Services, Texas Public Radio and Texas Tribune.
Kyla White | Reporter
In the beginning of 2018, influenza was at its worse it has been in years. Health science teacher Wendy Davis discusses the flu and flu prevention.
How did you feel when the news of this being the worst year for the flu went out? I went onto the CDC website to look at the sources, and to find out if that was true, and it indeed is. It hasn’t been this bad since 2009 when H1N1-the swine flu-came out. So I’ve been teaching it in my health science classes, as well as my world health research class. I would consider this a pandemic. Luckily it’s not an airborne virus.
How did you prevent getting the flu? What I mentioned about washing your hands, and also staying home when you are sick so you don’t spread it, and most importantly getting the flu vaccine.
Have you ever had the flu? Yes. In fact, I got a mild case of it a week ago, because I had the vaccine. So I was able to deal with it much easier than I would have without the vaccine.
What kind of students are being affected by the flu?
What kind of warnings were you given about the flu?
Students that don’t get enough rest, that don’t eat properly, students that are not allowed to stay home when they’re sick, and if you come to school when you’re not feeling well, you’re more than likely to catch everything around you.
I don’t remember worrying about the flu growing up. I think when I went to nursing school is when I first realized how deadly the flu can be and how important it is to wash your hands frequently, and to dispose of your Kleenexes, stuff like that. But I found out that gas station pumps are one of the contaminated things we can touch because they’re never cleaned.
I think it was January when they started becoming absent in higher numbers. January and February were pretty bad, but it seems to be improving now.
When did you start to notice students were missing school?
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Features March 9, 2018
Falling into the cracks
Poll provides insight into cheating, plagiarism Holly Hambleton | Asst. Editor
Below are the results of an anonymous poll taken in February by 160 students concerning cheating and plagiarism. The students’ email addresses and other information was not collected.
Have you seen someone cheat? yes (93.1%)
If you have cheated, why did you do it?
no (6.9%)
keep up GPA/class rank (88) didn’t understand the material (103)
DID you report it to a teacher?
not enough time to prepare (75) parental pressure with grades (75)
yes (13.8%)
wanted to keep grades up, but didn’t care about the class (36)
no (86.3%)
peer pressure (13) maintain UIL eligibility (42) 0
30
60
90
120
140
160
What do you consider cheating on a minor grade?
What do you consider cheating on a major grade?
Have you cheated on a minor grade?
copying someone’s test with permission (125)
yes (78.1%) copying homework (70)
no (21.9%)
copying someone’s test without permission (147)
doing homework together (7)
copying a answer key (144)
Have you cheated on a major grade?
looking up answers online (50)
using technology (that’s not allowed) on a test (146) turning in someone else’s work as your own (138)
no (66.3%)
changing answers while grading (142)
yes (33.8%)
paraphrasing without citing (107)
forging a signature (93) 0
30
60
90
120
160
telling someone about the content of a test (37) 160
120
90
60
30
0
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Features Volume 11, Issue 6
HIGH CHE
FA LLI N G
R C C A T KS NT E I O H
Junior strives to overcome past cheating "I COULD'VE STAYED UP AND DONE IT, BUT I DIDN’T. I TOOK THE EASY WAY OUT.” Alex Fulton | Co-Editor
Earlier this year, junior Clay Miller* became syllabus plagiarism code,” English teacher caught up in missing assignments and instead Elizabeth Westbrook said. “It talked about colof working on his AP English III gold sheet, an luding, working together in a group when it’s an assessment in which students analyze various individual assignment, what cheating is and how passages, asked a classmate for their paper. to cite your sources. We do have levels of pla“I meant to change everything and make it giarism here at Hendrickson in terms of what is my own, but I didn’t do that and it didn’t go too constituted as plagiarism, however in college it well,” Miller said. “I just changed some words and is not so forgiving and we want to prepare [stumoved them around, so it wasn’t my original dents] and just encourage them to have their thing.” own unique ideas.” A couple weeks after After receiving the zero, Miller turned in the paMiller’s grade dropped from “Would it be better to get a 95 to a 40. Although he per, his English teacher found out and pulled him able to raise the grade a bad grade on the as- was aside in the hallway durto passing at the end of the signment now and make grading period, his seconding class. Miller’s English teacher explained to him week grade was signifiit up later, or would it be nine that in addition to making cantly lower than his first better to risk the chance nine-week grade. As a result, a zero on the assignment, he would receive a refersemester average was of getting of a zero and his ral and a call home to his lower than he expected. a referral?” parents. “It was really difficult try“She told me it changes ing to catch up on everythe way a teacher looks at thing. You could tell by beyou and trusts you for the ing in the class the teacher rest of the year,” Miller said. “They’re going to treats you differently,” Miller said. “They know grade all of your work with the same intent they what you did and they expect it to happen again. would if they suspect you’re cheating on it. Basi- You have to do everything a lot better than you cally, it affects you for the rest of the year.” usually would. You have to make sure that if In addition to Miller, several other classmates you’re writing something like a research paper, plagiarized the same person’s paper with his you’re not copying at all, otherwise you’re going permission. After communicating with each oth- to get in trouble for the same thing again.” er, the English department realized the scope of Miller regrets pressuring his classmate into how many were involved in the incident. About giving him the assignment. Not only did Miller a week after the allegations got out, they gave a receive consequences, the classmate faced the presentation about what constitutes cheating to same repercussions for allowing others to copy all AP English III classes. their work. Although the two had different Eng“Mrs Overton and I created it based off of our lish teachers, the writing style showed the paper
was not in fact Miller’s. “I think a lot of people think they can get away with it,” Miller said. “They think they can get away with turning in the work, because their teacher is a different teacher than the other person, but they usually get caught for that. They think if it’s printed out, [teachers] won’t be able to search it for plagiarism, but I think teachers can tell from your work what’s your writing and what isn’t.” At home, Miller faced consequences from his parents after they found out about the incident. Miller’s parents took away his electronics and made sure he always completed his work in a timely manner in order to avoid having to copy others’ work due to time constraints. “You need to do your own work,” Miller said. “You need to think about what you’re doing instead of just impulsively thinking, ‘it’s going to be easier for me to do this.’ Do the work and get through it.” Even though Miller copied and pasted sentences from the assignment, through this incident he has learned to not even copy main ideas from books or websites. This semester Miller strives to earn a higher grade in order to compensate for his lower first semester average through doing assignments on time, even if they aren’t perfect. “I think students should look ahead: would it be better to get a bad grade on the assignment now and make it up later or would it be better to risk the chance of getting a zero on it and a referral?” Miller said. “Definitely think about which of those you’d prefer, hopefully it’s the first one. You can always just do your work ahead of time and not have to rely on someone else to do it for you.” *Pseudonym
Features March 9, 2018
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HIGH SCHOOL AND COLLEGES AP English teacher answers questions CHEATING POLICIES COMPARED surrounding academic dishonesty Anna Schulze | Reporter
Hendrickson High School Student receives a zero for the assignment they were caught cheating on. Due to this bad grade, GPAs are likely to go down. However, it is not nulled. No record of cheating goes on transcripts. Academic honesty is a common question on counselor recommendation for each university a student applies to. Counselors have to be honest when recommending a student. Many organizations, such as NHS, PALs and Speech and Debate, have requirements and/or student agreements that are signed. Consequences tend to be removal from the program or group.
Baylor University (Private) Students who are caught cheating will either be handled directly by the professor, who will act as they see fit, or they may have to appear in front of a faculty board, where actions range from prohibition (community service hours, etc.) to expulsion.
Texas State University (Public) Students who are caught cheating must appeal to the faculty, and will have the option of a person to ensure their rights, from their decisions are reached based on the severity of the academic dishonesty. Actions range from exoneration to expulsion.
University of Texas (Public) Students who are caught cheating will recieve a grade related consequence. Depending on the severity of the cheating students can also recieve a status based sanction that includeds suspension. Students can also recieve and educational sanction that includes attending mandatory tutorial sessions and workshops.
Ileana Perez | Co-Editor
According to the honor code handed out in Aaron Holman’s classes, “AP English IV expects students to engage in all academic pursuits in a manner that is beyond reproach.” Within the honor code, cheating, plagiarism, collusion and abuse of resource materials are each defined and if the students feel they can follow the code, they may sign.
What do you define cheating as? Any kind of collaboration between others or even resources that go against the intent of the assignment.
How successful has your honor code been in eliminating academic dishonesty? That’s kind of hard to measure. I think it’s an awareness. There’s still incidents that occur but I think at the end of the day, it is what you put your name to and if that’s what you want to attach your name to, there’s not much I can do.
Do you think students are more inclined to cheat in an AP class than any other class? I think that probably occurs more because there’s pressures that are a little more extreme and the amount of homework that tends to pile on plays a part in that. That’s just what I see, that’s the world I’m in. It’s kind of hard for me to completely say, but it tends to be true.
DISTRICT HONOR CODE Stated in Pflugerville ISD’s Instructional, Grading, and Reporting Guidelines, students found to have participated in academic dishonesty will be subject to grade penalties on either assignments or tests. There are over 20 discipline management techniques stated in the Student Code of Conduct, ranging from a verbal warning, to grade reductions, to even expulsion.
AP ENGLISH IV HONOR CODE Cheating means the engagement in using unauthorized materials during a test, copying from another person’s work, collaborating without authorization, buying or selling unauthorized contents of tests, substituting for another student, bribing another student for information on a test.
Teachers explain cheating definitions
Kaitlin Mackey | Asst. Editor
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think if you actually do the things you’re supposed to do, you won’t have to resort to cheating. As a teacher, you want to assess them on what they know, so giving the student an automatic zero for cheating, doesn’t tell you anything about what they actually know, and that’s what a grade is. What I do is I give them another assignment that’s more difficult in a way, like a written response rather than a multiple choice assignment. If a student is caught cheating, I usually get the college and university policies on cheating and I tell them ‘this is what would happen to you in a university, you would be kicked out of a class that you paid for.’” -World History teacher Sarah Ruiz
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heating is using unapproved documents by the administrator, or copying someone else’s work and claiming it as your own. I believe cheating is not believing in your own performance due to lack of preparation. If a student gets caught cheating in my class, they will receive a zero and will be unable to redo the assignment. I will also have a student-teacher conference with them and a parent will be contacted along with a possible referral.” -Math teacher Kymberlen Portillo
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Feature Volume 11, Issue 6
5 ways to get better grades
Study habits, self care prevents cheating
Abigail Hill | Asst. Editor
1. Make time each day to do homework/study By spending at least 30 minutes to review notes or do homework, it is more likely to remember what has been taught and easier to prepare for tests.
2. Put any mobile devices away during class When at school, focus should be directed toward teachers. Any distractions such as a phone has the ability to derive attention leading to missed information.
3. Get a good night’s sleep Adolescents need eight to nine hours of sleep. Without good rest, student’s lack the ability to concentrate and are unable to retain memories both short- and long-term.
4. Keep school work in order and use folders
5. Eat nutritious foods and have a good breakfast
Without crucial organization skills, it is probable to lose valuable class work, notes, or homework. By keeping school work organized there is a smaller chance of forgetting assignments and cramming it in last minute.
Eating healthy foods increase energy levels and improve mood. Waking up early enough to eat in the morning prevents drowsiness and sets students up for a good day.
Tutoring peers creates improvements for senior, other students Alex Fulton | Co-Editor
A week before last year’s June SAT, senior Christian Douglas began working problems, preparing for the college entrance exam. However, Douglas studied not for himself, but to become a SAT math tutor for his first ever student: senior Seth Cummings. During his tutoring sessions Douglas pulls practice problems out of his SAT prep book to improve on math skills his student is weak at. Douglas charges $10/ hr and each 1-2 hour session is arranged at the student’s discretion. “It teaches people to work at what they’re not good at,” Douglas said. “If you don’t understand something, you’re going to work on it with the other person, they’re going to help you out. Not only are you going to learn how to do it, you’re going to learn how to do it in the future. It’s like that phrase ‘give someone a fish, they have fish for a day, teach someone to fish they have fish for life.’” While tutoring was Douglas’ first paid job, since then he has acquired several others and currently works at Spare
Time. Douglas has come to understand the difference between fixing bowling lanes and making a study plan for his students. “It’s more one on one,” Douglas said. “[With] other jobs I’ve had it’s kind of just doing the same thing over and over and running back and forth doing the same task, making the same thing, but tutoring is more personalized. What I’m helping someone with on one thing is different than what I’m helping someone else with. You have to make it more oneon-one, more individualized.” For Douglas, reviewing materials prior to major assessments leads to greater satisfaction. Through his personal study habits, he teaches his students the importance of achieving something on their own. “It just feels better to know you’ve earned something,” Douglas said. “I’m one of those people that doesn’t want something if it’s not mine. Seeing a grade that I earned, I’m just like, ‘that’s me.’ That 98 in that class that was all me. You get more of a sense of pride and accom-
plishment.” Douglas’ students typically ask him about problems they missed or guessed on. Then both Douglas and his student go over how to solve the question and find similar practice problems to build up the student’s strength. “Everyone has something they’re good at,” Douglas said. “Everyone has something they can work towards. I’m really strong in math and I maybe need a little more time in reading, some people are the opposite way. We can all play each other’s strengths to help each other out, so everyone benefits in the end.” Through tutoring his peers, Douglas has learned to tackle things differently and think differently in his various leadership roles in band, Science Olympiad and AP Ambassadors. Douglas learned to not only learn material, but to master it in order to teach others to improve their life skills. “It helps people put in the work and show people what they struggle with,” Douglas said. “That’s a valuable part of life honestly. Just realizing what you’re
not good at and benefitting from that. It’s a much better alternative than taking the easy way out.”
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Features March 9, 2018
Persistence Over Distance
Q &A
Teachers provide insight on running passions Carolina Yanez | Reporter
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sing every last bit of strength in his legs to complete 26.2 miles on an elevated course, biology teacher Timothy Bayliss runs across the finish line feeling drained yet fulfilled with his performance and all the practice behind it. Since August, Bayliss trained to compete in the Austin Marathon.
“Even when I get tired and I can barely move my legs, I just keep putting one foot in front of the other. Stopping isn’t an option.”
Timothy Bayliss
“I started running at the end of sixth grade and I decided I was going to run track in seventh grade, so my dad took me out to a local running park but I couldn’t even finish half a mile,” Bayliss said. “I started running cross country and track through high school. I didn’t run much in college, but when I started teaching I got back into running a lot and training for marathons.”
Anna Schulze | Reporter
The event is the tenth marathon he competed in. In addition to track meets, Bayliss has ran 5Ks, trail races, and other marathons, however this is the first time he has ran the Austin Marathon. “My favorite race is the Boston Marathon, it’s the world’s oldest marathon,” Bayliss said. “It’s like Disney World for runners. I have never raced the Austin Marathon before, so I figured why not. It’s a hilly, challenging course. It’s fun to run and support the only marathon in Austin.” Running allows Bayliss to relax while focusing on something he loves. On top of preparing material for his classes, he finds time to train multiple times a week for his goal of completing the challenge. “When I am training for a marathon, I typically have three easy runs for 45 to 60 minutes, one workout of faster running and a long run of 20 miles on Sunday mornings,” Bayliss said. “I usually run four to five times a week and get in 40 to 50 miles a week. It helps me clear my head and thoughts from the craziness that is life like school, family and bills. Mostly, I focus on my effort and my short term and long term goals.” Bayliss enjoys the environment of a competition and testing his skills. Focusing on running his best race, allows Bayliss to achieve his goal time. “The history and legend of the mara-
thon is appealing to me,” Bayliss said. “26.2 miles is challenging, and I like a challenge. I enjoy setting, pursuing and achieving a goal. I enjoy the challenge and pushing myself to see how far I can run or how fast I can go and pushing my limits. Even when I get tired and I can barely move my legs, I just keep putting one foot in front of the other. Stopping isn’t an option.” On Feb. 18 he completed 26.2 miles with a time of 3:00:27 (three hours and twenty seven seconds) and finished 45th overall out of around 2600 participants. He plans to increase his weekly mileage in order to increase his stamina and finish the race faster. “I am satisfied with my overall effort, but not how I finished,” Bayliss said. “I had nothing left in my legs the last few miles and lost a few minutes. I need to be a better closer. Every marathon I train for has its differences, depending on the course. This marathon is definitely the hardest course I have raced, it pushed me to my limits. The marathon definitely won on Sunday, but I will be back. Through every marathon and training cycle I learn something else about myself. One of my favorite quotes is the highest reward for a person’s effort is not what they get for it, but what they become of it. I have learned to appreciate the journey: the good and the bad.”
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ophomore English teacher Kathryn Gurganus explains her love for running and how that factors into being a pacer, someone who joins in with a competitor at the last ten miles of a run, to be their support system and keep them on track.
What is a pacer? A pacer has many different jobs, the main one is to keep the pace of the actual runner. Pacers are typically used for ultra-running which is anything beyond a marathon, but typically 50 miles.
Why are pacers needed? This is an incredibly challenging race, runners will be exhausted at the end and it is hard for them to keep pace themselves. Every thought they have needs to be focused on just running, nothing else, so pacers set the tone and make sure their runner is hanging in.
Why did you want to be a pacer? I chose to do this because I have such great respect for the person I am pacing, and I feel like this is a great way to show, woman to woman, how much I admire her. Also I have an obnoxious amount of positivity and pacers need to be constant positive cheerleader.
How often do you train? My goal for the school year is at least four times a week, while during the summer I run every day. A typical short run is three to six miles, while a long run is around ten.
Why do you enjoy running?
Photo provided by Timothy Bayliss
Photos provided by Kathryn Gurganus
I love running for so many reasons. It’s an amazing stress reliever, it’s a way for me to put life into perspective. I also just like being out in nature and running gives me time to soak it all in.
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Features Volume 11, Issue 6
Fast and Furious Distracted drivers results in rise in car accidents Camryn Sadlier | Reporter
While waiting in the endless line of cars in the student parking lot, sophomore Carlee Brown’s vehicle was hit from the side causing the car to go out of control. “My first reaction when I got hit was to yell at the guy who hit me, but I had soon realized that it wasn’t necessarily his fault,” Brown said. “When it happened, my whole driver’s door was sunken in and I heard my front left tire blow out.” With so many students being in a rush after school, the parking lot can be prone to wrecks. “Putting up more stop signs would be
a really good idea. I would advise students to always drive safely, make complete stops, and check their blind spots,” Brown said. “Because someone failed to make a complete stop, a wreck occurred that didn’t have to.” The school has recently put in more speed bumps in front of the portables which have been effective in reducing speeding. “We have safety precautions but it’s just not enough,” Brown said. “I had to kick my door open because of how fast the boy was driving when he hit me. My
car spun and lodged itself into two other parked vehicles.” According to Officer Janie Campana and Sergeant Jimmy Gary, the frequency of the car accidents has gone down tremendously since 2016. Before the addition of the speed bumps, the numbers had been rising. “I think reckless driving, unfocused people, and people being in a rush to get out of the parking lot are the main causes of these things,” Brown said. “But if we all put in an effort to be safe, we can prevent the accidents.”
Teen avoids repercussions of recent car wreck McKenna Lucas | Asst. Editor
At precisely 4:15, school ends and 2750 students begin to make their way home. Some students ride the bus, others walk home, but the majority of both students and teachers drive home. Junior Olivia McKall* describes the school parking lot as hectic, fast and scary. Last month she and junior Noah Allen* witnessed a hit and run in the student parking lot before school. “My friend Noah drives me to school and we pulled in and got out. Then two spots over there was this girl, and she pulled in too far and hit this teacher’s car,” McKall said. “She just looked around to see if anyone saw her, she then looked at all of us and raised her finger and shushed. She didn’t want us to say anything. She then pulled out and parked in the back of the parking lot.” The student was reported to administrators. This is just one of the many recent car accidents that have occurred in the student parking lot. The rise of car accidents can be connected to the large student population and the need for more exits from the lot. “I think that a lot of teenage drivers
are reckless. They just speed through the parking lot, especially at lunch time, because students are trying to get back to class on time,” McKall said. “Many students are also trying to get to work on time or get home quickly, so they would rather rush than drive safe. People don’t really pay attention to what’s around them, they’re just focused on getting out of there quickly.”
“She then looked at all of us and raised her finger and shushed. She didn’t want us to say anything.”
Olivia McKall, 11 To try to combat this growing problem, the district recently installed more speed bumps to force drivers to drive slower. “I think that the speedbumps that they
put in place will definitely help with decreasing the number of accidents,” McKall said. “They’re so big and people can’t go over them really fast without ruining their tires.” If a student does get in a car accident, the appropriate response is to park in a safe place where they should exchange phone numbers and insurance information. Take pictures of the damage received on the cars. If a student accidentally hit a parked car with the owner nowhere in sight, students should simply write a note leaving their information. If anyone gets injured in an accident, it is advised to call the police or an ambulance. “Luckily there wasn’t any visible damage to the other car, but I think she should have taken responsibility and shouldn’t have driven away,” McKall said. “She could have written a note or walked to the office and said that she hit someone’s car and ask if they could help her find out whose car it was. She should have taken responsibility, and not ran away.” *pseudonym
Statistics reveal dangers of reckless driving
Texas is the sixth state with the most car accidents, averaging around 268 crashes
Car accidents mostly occur in neighborhoods, parking lots and on people’s daily commutes
3X Drivers from 16-19 are three times more likely to cause crashes than drivers that are over 20 years old
Between the Lanes
Features March 9, 2018
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Bowling team experiences unexpected challenges, successes in first season Holly Hambleton | Asst. Editor Carolina Yanez | Photographer
Their first tournament resulted in a disappointing loss, girl teams, to have a better chance of the girls winning but the newly founded bowling team decided to focus on district and scholarships. It was difficult to get people to take it seriously because evtheir future successes instead of ery time I would bring it up to my their past mistakes. With three total teams, the club has grown more friends they would say I was cra“It’s a great way to zy.” than expected in the short season Both teams practice together which ended in February. The team open up. Alexis, the twice a week at Spare Time Texas captains, sophomores Hunter Pope girls’ team captain, but compete separately to increase (boys) and Alexis Poul (girls), of moving on to the state hope to expand their teams and always says bowling is chances level. Along with competitions, their talent in the future. like therapy.” members of the club enjoy bowling Through word of mouth recruiting on their own outside of practice and the possibility of scholarships and meet up over breaks and on the horizon, more people joined weekends to bowl for fun. the team at the beginning of “Anytime we bring up our bowling competition season. “The hardest challenge has been club, people think it’s lame. In reality, it’s so fun and it’s exactly just getting the word out there,” Pope said. “I was worried about getting a girls’ team like going bowling with your friends on the weekend but started because at the beginning we were going to be you can get money for college doing something fun,” one big team. Then I decided to split off into boy and Poul said. “We are all super close. We have team dinners,
Hunter Pope, 10
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team outings like going to Top Golf, team sleep overs, and team parties. It’s totally insane because I didn’t talk to any of the girls before bowling but now we are hanging out almost every day.” Even though this is the club’s first competitive season, they both advanced to district with the boys’ varsity team receiving district runner-up. From the girls varsity team, sophomore Diana Ly made the all-district team along with Poul, who also won female bowler of the year for the district. With this success, Pope has talked to Weiss High School and Pflugerville High School about starting their own bowling teams. “My end goal is to get to state and see what it’s about at that level,” Pope said. “Everyone likes to bowl because it’s really fun and not very difficult. If you know how to listen and focus on the game, it comes pretty easy. It’s a great way to open up. Alexis, the girls’ team captain, always says bowling is like therapy. You just get to throw a ball that weighs ten to eleven pounds and spend time with friends.”
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Sophomore Tatiana Terroba looks down the lane and plans which angle she wants the ball to roll, to help get a higher score. “I’ve never been bowling before this season, so I think I did pretty good. I got peer pressured to join the team but I’m really glad I joined because I made a lot of new friends,” Terroba said. Terroba’s best score was a 131.
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At the Spare Time Texas tournament, senior Kevin Vaughn prepares to bowl, hoping to add to his growing score and add to the team’s points. “I was just thinking to myself ‘I hope I get a strike’ which helped me focus. I have fun with my friends on the bowling team and it makes the tournaments more enjoyable,” Vaughn said. By the end of the tournament, Vaughn received a score of 168.
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Entertainment Volume 11, Issue 6
Universes Collide
DC Comics, Marvel Comics compared by staffers Paul Le | Reporter Holly Hambleton | Asst. Editor
DC’s Batman (1934) and Marvel’s Moonknight (1975): There are actually differences between the two super heroes’ identities to set them apart from one another. Looking at the surface, there’s not much difference to them other than character design. Both Bruce Wayne (Batman) and Marc Spector (Moonknight) are both humans with great experience in hand to hand combat, complimented by stealth elements, with many different gadgets and gear to aid them on their mission. The two also dress themselves in costumes symbolizing figures of the night, with capes forming the shapes of their symbols.
DC’s Batman Beyond (1999) and Marvel’s Spider-Man (1962): Despite both being teenagers going through high school who fight crime wearing suits which cover them from head to toe, there’s a major deal of differences in their superhero identities. One has super natural abilities portraying a spider, while one is just a street brawler and all his gear is provided by Bruce Wayne himself. The biggest commonality between the two are actually found in the villains they face off against. Comparison of villains could be made between Inque and Venom, or Stalker and Kraven, and even Spellbinder and Mysterio.
DC’s Green Arrow (1941) and Marvel’s Hawkeye (1964): When on the field, there’s not many differences between Oliver Queen’s Green Arrow and Clint Barton’s Hawkeye. Both have great talent fighting with a bow and precision when firing an arrow, high experience in hand to hand combat, and a cocky, loud mouth. Both have had experience leading their respective superhero squadrons in each comic universe. Though both have alter egos and origin stories that are different from one another, and different color choices for their costumes, the end result is relatively the same.
DC’s Deathstroke (1980) and Marvel’s Deadpool (1991): Other than the charm and charisma provided by Deadpool, the amount of other similarities shared between the two are very prevalent. The two are highly trained, gun wielding, sword swinging assassins who were both drugged in a lab experiment giving them inhuman abilities. Both wreaked havoc with different superhero team-ups in their respective universes. Deathstroke plagues a continuous nuisance to the Teen Titans and Justice league, while Deadpool faces off against the X-Men on multiple occasions and eventually turns into an avenger.
DC’s Red Hood (2005) and Marvel’s Winter Soldier (2005): Both anti-villains were originally introduced as sidekicks to a bigger hero. Bucky Barnes (Winter Soldier) served alongside Captain America as “Bucky,” while Jason Todd (Red Hood) was Batman’s second Robin. Both sidekicks would eventually face tragic deaths during their time serving alongside their mentors only to be brought back as anti-heroes. Both wield firearms, something their former mentors refuse to use, and have even bested them in combat at certain points in their story arcs. Eventually the two would become super heroes in different forms. The Winter Soldier would eventually pick up the mantle of Captain America as Red Hood leads wayward superheroes known as the “Outlaws” in an attempt of redemption.
Entertainment March 9, 2018
The Flash Holly Hambleton | Asst. Editor
DC surpasses Marvel in the world of television shows, and a prime example is The Flash. Currently on its fourth successful season, the show stars Barry Allen (Grant Gustin) who lives a secret life as the fastest man alive. While protecting his city, friends and loved ones he encounters personal struggles connected to his tragic past which involves witnessing the death of his mother, adding depth and intrigue to the action packed plot. Throughout the series, The Flash intertwines with others in the DC universe like Arrow and Supergirl, enticing viewers to dive deeper into DC. Continuing to surpass Marvel in character development and intricate storylines helps elevate The Flash as one of the best superhero TV shows currently out.
Suicide Squad McKenzie Quiroz | Reporter
DC’s Suicide Squad, directed by David Ayer, shines light on the villain’s perspective. A U.S. intelligence officer decides to assemble Task Force X (Suicide Squad) consisting of Harley Quinn, Captain Boomerang, Deadshot, and Killer Croc for a mission in which they work together to battle the Enchantress, a mysterious and powerful entity. Each criminal has their own agenda, but in the end stick together and face the Enchantress head on. The film provides an outlet for the villain’s side of the story to be told, leaving the audience questioning who the real bad guys are. Suicide Squad provides a unique outlook on a villain’s useful capabilities which Marvel movies have yet to highlight.
The Punisher McKenna Lucas | Asst. Editor
The Punisher’s pilot episode begins by presenting Frank Castle (Jon Bernthal) as a man trying to begin a new life, a life with new ideals, a new job, and most importantly a new identity. Although Castle put his previous vigilante identity -- The Punisher behind him, he begins to face consequences from his past. The Punisher gives Castle character development, through frequent flashbacks. The viewer begins to understand why Castle is so closely connected to crime, specifically corruption found in the military, through flashbacks depicting his time oversees. Marvel brings to light the effects of military life on veterans’ mental and physical health. A common theme found in almost all of Marvel’s TV shows is the struggle to decide whether justice can be found outside the law. Often times the line between justice and revenge is blurred, allowing the audience to decide whether they see Castle as a hero or a criminal or maybe even both. Marvel doesn’t depict Castle as this all powerful superhero with completely moral motives, but a person struggling to make a difference in life.
Black Panther Brisa Espinoza | Reporter
Marvel’s Black Panther, follows the story of T’Challa (Chadwick Boseman) after he becomes king of Wakanda, an underground technological city run on vibranium, and Black Panther: protector of Wakanda. When T’challa’s challenger, Eric Killmonger (Michael B. Jordan) shows up he is faced with the threat of what to do in result of the challenge. The movie has broken records since being released. It is on its way to becoming the fifth highest grossing superhero film of all time as well as already grossing more than $700 million during its weeks in theatres. In the fight between the two, the viewers feel as though they are watching a scene in The Lion King with the men resembling Simba and Scar. This Marvel movie differs from DC movies, because this is the first predominantly African American superhero movie that showcases African American culture and women empowerment.
Supergirl Ileana Perez | Co-Editor
Part of the DC Universe, Supergirl shown on The CW, follows the story of Kara Zor-el (Melissa Benoist), also known as Clark Kent’s older cousin. As a teenager, Kara was shipped from her dying planet of Krypton to Earth where she was supposed to watch over Clark, but a malfunction in the ship causes her to land on Earth twenty-four years too late. Now, a 20 something year-old woman, the Girl of Steel is left to learn how to control her powers while fighting against threatening aliens. Supergirl achieves a perfect blend of supernatural action with daily human lessons of family and identity, while still remaining unapologetically optimistic. Often surrounded by male heroes, Benoist gives everyone a dose of female power by portraying a hero who stands for compassion, peace and love. DC leaves superheroes with better character development and stronger storylines, as they don’t have to rush complex ideas into a two-hour movie, allowing viewers to more connected to the characters and understand their true motives.
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Runaways Alex Fulton | Co-Editor
Perhaps one of the most obscure entries in the Marvel series, Runaways details six teenagers in Los Angeles, Alex, Nico, Karolina, Gert, Chase and Molly, who discover their superpowers after realizing their parents attend weekly meetings where they sacrifice runaway adolescents. As each episode progresses, more and more is revealed about the Pride, the secret organization the parents are in, and how each teen acquired their superpower. What truly separates Runaways from other DC TV shows is the diversity the adaptation achieves. Even Marvel sometimes fails to truly represent superpowered girls, Asians, adopted youth and LGBT people: all of whom Runaways portrays through its characters. Runaways is the first superhero installment to simultaneously blend a teen drama series with the representation present in today’s society. While Runaways is a relatively new Hulu series with only one season so far, the stakes raised through the parent antagonists create a situation unlike any other existing DC entry.
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Sports Volume 11, Issue 6
Makayla Chamberlian | Photographer
Q & A
Softball players answer questions about upcoming season
Brisa Espinoza | Reporter
What are your expectations for the season? Autumn Legg: For us to work hard every time we play during the games and in practices. But for us to also give our best effort while we’re on the field.
Emily Paiz: I hope that we do really good in district and go far
into playoffs like we did last year. And to also play our best during the games and show the other teams our talent.
Lauren Lebakken | Photographer
Mia Ancira | Photographer
Who are you playing for this season? Robyn Hanes: This season I’m playing for my Auntie Annie. She recently
had a triple bypass surgery on her heart. I want to make sure I always play my hardest because of all the strength shes shown me to have.
Autumn Legg: I’m playing for my family this season because they have
been the reason I always work hard in practices and games. They’ve been my main supporters all my life and are the reason I strive to do my best.
How do you think this season will differ from last season?
Riley Zahradnik: I’m always going to be playing for Coach Woz because he
Brea McElderry: Last year was way different because we had a different team with different players. But because of the amount of players we lost, this year we’re going to have to work harder for our wins.
Does the team have any special mottoes or traditions?
Emily Paiz: Last season we had a good senior class that left but
this year, we are still good and we will still go far. The only thing that’s different is that we have a couple of new girls but the talent is still there.
What’s your favorite part about softball? Robyn Hanes: My favorite part about softball is when you have a really close game and you have adrenaline pumping through your whole body. That feeling doesn’t top anything else. Brea McElderry: Being able to have an escape from reality is
one of my favorite things about softball. The field is where I can be myself and forget about all my worries.
had so much love and passion for the game. But I’m also playing for myself. I want to have fun since it’s my last high school softball season.
Emily Paiz: Before every game we always get in a circle and place our gloves on the floor in the middle of us to form a cross and we chant ‘Work for you, fight for you, play for you and win for you’. it’s our dedication to Coach Woz.
Alexis Gonzales: Once we’ve finished warming up, we all get together and
pray near the dugout. We give each other pep talks afterwards and just boost each others confidence.
How do you think that practices and scrimmages have prepared you for this season? Robyn Hanes: I think that our practices help us focus on what we need to improve on and how to work together as a team to play better games, so I feel like they have prepared us very much.
Redrawing the Lines
Sports March 9, 2018
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UIL districts change for upcoming school year Taylor Hawthorne | Reporter
Every two years, UIL comes together to realign district teams for the upcoming seasons. Vista Ridge, Vandegrift, and Leander high schools were added to the 13-6A district and will face our sports teams in the 2018-2019 seasons. Pflugerville High School will move down to the 5A district. “I feel like it is good to mix in new teams every once in a while,” sophomore Michael Ike said. “Doing so brings in different competition and something new to look forward to.” Specifically for the football team, since there are now nine teams in the district, preseason preparation will be cut short. Instead of being able to have multiple games before district play begins, the team will only have a two preseason
lenge during district play. games. “The new teams will be great competi“We have to get to work early since we tion since in girls’ added three new soccer, all of them teams. It definitely are returning playshortens our prepaCedar Ridge Raiders off teams,” junior ration time before Hendrickson Hawks Andrea Hernandez district play beLeander Lions said. “They defigins,” junior TimMcNeil Mavericks nitely will help us ieone Jackson said. Round Rock Dragons prepare for play“We no longer have Stony Point Tigers offs, so I am excited the four games to Vandegrift Vipers to welcome the new prepare, we only competition.” have two, which is Vista Ridge Rangers Although many of why off season is so Westwood Warriors the teams are eximportant going into cited about adding next season.” Other sports teams are also affected by new teams, some feel nostalgic about losthe district realignments. According to ing Pflugerville. There will be no rivalry many athletes, the new teams added are anymore between the two schools and ‘who runs the ville’ can’t be determined. tough competition and could be a chal-
New District 13-6A
“I think Pflugerville moving down was best for them, but I will miss playing them,” junior Khayree Somerville said. “There isn’t the rivalry aspect to the season anymore. The energy of that game was indescribable and I just wish we could play them again somehow.” The upcoming seasons for most sport teams will include changes to the game schedules and how preseason will play out. “The new teams are going to increase our level of play, so I am looking forward to playing them next year,” junior Nicole Garcia said. “They also give us the opportunity to play more and gain experience when playing tougher teams. I think the new district alignments will benefit us in every aspect.”
Baseball strides towards three game series Taylor Hawthorne | Reporter
This season, baseball is transitioning from two game series to the traditional three game series. Adding one more game to each series requires the season to start earlier, while also making the season longer than usual. This adjustment requires a new rotation for pitchers and other positions, in addition to the many changes need to properly operate on a three game series schedule. “Now that we are playing three games a week, we are going to need pitchers to step up,” senior Ian Craigie said. “An extra game calls for more pitchers who we can rely on each week in order to win. This will be challenging, because having a pitch count will limit how much somebody can throw each week, so pitchers need to be efficient this year.” There are mixed emotions about playing three games, due to having to be ready for the doubleheaders and the endurance players need to play three games. “Fatigue is my biggest concern,” senior Grayson Klanika said. “We could find
ourselves tired for the second game, especially if the first game is physically tiring. I think this could possibly interfere with us playing to our fullest potential, but I have all the confidence we will be able to be successful.” Adding another game requires the team to be in shape and be ready to play three games a week and two games in one day. The baseball team has been preparing for the new three game series through scrimmages and tournaments. “We have prepared for the upcoming season by just taking as many repetitions as possible and working super hard in the offseason to better ourselves and be as ready as we can for district play,” Craigie said. “Adding another game will definitely test our endurance and our mental and physical strength, which is why our preseason games are so important.” Although high school teams are late in the game with three game series, many players find the change to still be beneficial. Adding another game gives the team
more opportunities for wins and further prepares them for playoffs. “The three games series will benefit us by giving us more playing time and allowing us to play each team three times, which will help us learn their advantages and weakness easier,” senior Josh Cameron said. “It also will show who the better team is, because you can’t tie a series now. I think adding another game will give us a better chance of bettering ourselves and getting all of the kinks out before playoffs.” The baseball team made a deep run in playoffs last year, going all the way to the fifth round, but falling short to Round Rock. The playoff run could give the team a target on their backs for the upcoming season. “There’s definitely a target on our back, but we prepare ourselves for that every day in practice,” junior Casey Ouellette said. “Many of the teams saw how far we went last year in playoffs and all want to beat the team that went to round five.”
Senior Ben McDonald pitches the ball to the opposing team during the home game against the Cedar Ridge Raiders.
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Humans of HHS Volume 11, Issue 6
This is Me
Teens share their opinion on importance of self love and appreciation Abigail Hill | Asst. Editor
In today’s society it can be difficult to find confidence and genuinely love oneself. Being who you are encourages others to do the same and creates an environment of positivity.
“It’s important to love yourself because if you do it shows the world who you are and there’s only ever one you. You’re showing [them] who you are, what’s about you, and it embodies confidence that I think everyone should have. One thing I love about myself is that I’m confident enough to walk through school and be who I am without being afraid of someone bullying me or anything like that. Sometimes, I go to school and kids will look at me if I’m wearing makeup that day and they’ll stare at me, but the reason I do that now is so that later on when a guy does the same thing, they can do it without the staring and it can be completely normal.”- Brandon Benavides, 11
“Something I love about myself is that I have a personality that really encompasses who I am [and] I’ve always thought it’s important to be yourself because you’re the only one that’s you, so I like that about myself. I think it’s important to love yourself because, well, there’s that cliche saying ‘no one’s going to love you if you can’t love yourself.’ I think that’s true because you’re always going to be your number one fan, and also your worst enemy, but no one’s going to get you like you get yourself. For the past month, my hair has been a different color every week and that’s more because my hair has gotten messed up. I just felt like I needed to fix it, but I think there’s a lot of different ways people express themselves.” -Merron Glendinning, 11
“It’s important to love yourself because it gives you confidence and when you do love yourself, you feel your best and act your best. How you act is how other people perceive you and however you are around other people makes them feel that way. If you are yourself, happy, and mean what you say then it’ll be good for everyone involved. If you love yourself and you believe that your are beautiful then you shouldn’t care what other people think of you. I do love that I am confident, but also that I stopped caring what people thought about me because it would just bring me down.” -Cassie Signaoff, 10
“I think it’s important to appreciate yourself because if you do appreciate yourself then that means your self confidence will be a lot higher than if you didn’t. It’s good to be confident because when you are you can do a lot more than you think you can. Something I like about myself is that I am really caring when it comes to other people. If you have a problem, I will sit down and talk to you until you come to a solution or you feel better. When it comes to other people, you should be your own person and everyone should know that there are other people sharing the same struggles as you.” -Deven Reyes, 11