March 29, 2018

March 29, 2018 | Vol. 49, No. 7

| I M A G E | Lafayette High School | 17050 Clayton Rd. Wildwood, MO 63011 | lancerfeed.press | @thelancerfeed

Every 62 minutes, one person dies as the direct result of an eating disorder. To learn more about eating disorders and one student’s struggle with anorexia, turn to pages 10-11.

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|OPINIONS|

March 29, 2018

Political figures in media portray divide, movements cannot succeed with only one side Shelby Darnell | Reporter

Staff Editorial Final Exams should reflect class structure

The staff editorial We’ve all been there. It’s final exam week, you’re stressed, desperately trying to save all your represents a majority borderline grades… and you find yourself having opinion of the to study for your P.E. final.

It’s ridiculous. You have more rigorous Image Editorial Board. academic classes that require much more studying, but you find yourself making 300 flashcards to memorize a recipe for yeast bread, or memorizing the rules for Pickleball when you already demonstrated your mastery of both in their respective courses.

On the other hand, you’ve spent all semester working to maintain an A in AP Art History, and this one final can obliterate an entire semester of hard work.

Students face both of these dilemmas during final exam week, and with final exam weighting and format on the table for discussion by the Board of Education, students need to speak up to address the weaknesses of the current final exam system.

Final exams are meant to assess a student’s mastery of a course’s material. So for performance-based classes like P.E. or fine arts, why are teachers required to give writing and multiple choice tests? And if students have proven throughout the semester that they have become proficient in the subject, why should one two-hour exam override many hours of work put into a class?

These questions are all very important to consider when assessing the current final exam system that is in place in Rockwood.

Final exams should reflect the skills taught throughout the course. The format of final exams shouldn’t be uniform across all subjects because not all subjects are similar enough to warrant such a standardized testing method. For subjects such as science and math, it may make sense to have multiple choice and short answer questions, but not a full essay. For classes in language arts, however, it makes sense to have an essay, but not necessarily multiple choice.

If the goal of final exams is to gauge a student’s understanding of what was taught, then the exam must actually reflect the skills and content taught during the semester.

Another flaw in the current final exam system includes the way final exams are weighted for the semester composite grade.

As it turns out, there is no actual district policy requiring teachers to give structured exams or one that actually requires exams to count as 20 percent of a student’s final grade. However, Infinite Campus is automatically configured to factor in final exams as this percentage.

By weighting finals this way, students who did well during the semester but who may mess up on a final are at a disadvantage.

A district-level committee is looking to revise the final exam process. As of right now, no decisions have been made, and whatever decision the committee makes must be approved by the Board of Education.

This is your time to make your voice heard. Let your teachers, administrators and counselors know what you think. You have the chance to make a difference.

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Room 137A at Lafayette H.S. 17050 Clayton Road Wildwood, MO 63011 (636) 733-4118 e-mail: thelancerfeed@gmail.com online: lancerfeed.press follow us on Instagram & Twitter: @thelancerfeed

America is in the hands of a stalemate brawl with no end in sight. Most people aren’t happy with our country, yet nobody agrees on a solution to any problem from gun control to low ranking education.

Politics are one or the other, Republican or Democrat, or, as it is portrayed in media, conservative or liberal. Extreme sides of main parties are emphasized throughout the media from Donald Trump to Elizabeth Warren. A middle ground is basically unheard of, which is a fundamental issue.

Without a viewpoint that takes both sides into perspective, the public is a landfill of political argument, and so is the White House. In order to get anything done, both sides must make compromises.

This is the reason core problems have occurred for so long. There are two ideas on how to solve it, for example, gun control in schools, arm teachers or harsher background checks or even a ban on guns.

Neither side agrees with the other and neither will budge, therefore absolutely nothing comes of it unless it goes on for so long that one side gives.

The way movements are running needs to change. Although the gun control movement has been overwhelmingly powerful, it will not be effective until they face the facts of politics.

Not everyone will ever agree, particularly the

Following peers isn’t always best choice Jessica Cargill | Editor-in-Chief As a senior in high school, you start to look back at all the memories from the previous years. It can also be really upsetting when you realize that there aren’t many.

Sometimes in high school, there are desires to join something that isn’t necessarily the ‘coolest’ thing to join. This was determined by the amount of jokes about whichever club or activity that was considered ‘nerdy.’

Hearing this could change anyone's mind and convince them not to do what really makes them happy. I mean, that's what peer pressure is about, right?

Growing up, you are told that high school only lasts four years. This usually comes into topic in a negative way, like wanting it to be over with.

But, with high school being that short of time, people should make the most of it. As in not letting peers steer them off the path they want to go.

It has always been ‘follow the leader.’ Ever since grade school, people have looked up to their peers for a sense of approval.

If someone doesn't go along with a popular trend, they are immediately considered to be an outcast.

Honestly, people need to realize what really makes them happy.

People need to follow the gut feeling that happens every time their friends bring them away from what they really want to do, the feeling that is telling you to do something you are interested in doing but that you fight against.

High school really does only last four years and people should make the most of it rather than following what seems to be the ‘coolest’ thing to do.

General Information

The Image is published nine times a year by the News Production class. Subscriptions are $30. Free issues are distributed on campus. The 2016-2017 Image received a First Class rating with three marks of distinction from the National Scholastic Press Association.

Philosophy Statement & Policies

The newspaper’s primary obligation is to inform its readers about events in the school and community and of issues of national or international importance which directly or indirectly affect the school population.

The newspaper, while serving as a training ground for future journalists as part of the school curriculum, recognizes all rights and responsibilities under the First Amendment. Operating as a public forum, student editors will apply professional standards and ethics for decision making as they take on the responsibility for content and production of the newspaper. The Rockwood School District Policies and Regulations concerning official student publications and the specific policies and procedures used by student publications can be found at lancerfeed.press under the About Us tab.

people currently in political power and there is no way around that no matter how much anyone has to say. Nothing will ever get done unless both sides are able to somehow mold their ideas for an agreement.

Obviously, this isn’t what either side wants, but in order to do something for the problem now, that must happen. Nobody will get what they want until they realize not every point will be met.

For every movement this is true because most times the two parties simply will not agree due to the strong divide in views. As Americans we have the right to fight for change people desire but nobody can make change without unity.

Split parties with no middle ground are to blame as the stem of the social divide. The opposing political figures in the media make many movements practically useless due to the extent of differing opinions.

Americans have to open their eyes to the reality of politics for a successful movement. Politicians will never completely agree, but a bipartisan deal is possible if these groups are willing to work with those in power for a compromise.

Just because we believe something is right and a change must be made, it cannot always happen off the bat and that is simply the cold hard truth.

If change is going to be made, sacrifices must accompany them.

STARS & GRIPES

Stars:

• Toys ‘R’ Us is going out of business, but if you go there before they close, you can get a really great deal on bouncy balls and Nerf guns.

• Rihanna single-handedly caused Snapchat’s stock to drop by $800 million. To get it back up, Snapchat’s going to have to put in a lot of work, work, work, work, work.

• Easter is this weekend, so rejoice as it is the one time a year you actually can put all your eggs in one basket.

Gripes:

• Fortnite is now on iOS, giving students a new, exciting way to not pay attention in class or do any homework.

• 16-seed UMBC defeated first seed Virginia during March Madness, reminding the nation that filling out a bracket is a waste of time and money.

Image Staff

Digital Media Staff

Editor in Chief | Jessica Cargill Asst. Editor | Amisha Paul Web Editor | Delaney Stulce Asst. Web Editor | Natalie Karlsson News Editor | Ty Prozorowski Opinions Editor | Travis Bodell Feature Editor | Gehrig Prozorowski Sports Editor | Kayla Carpenter Artists | Charlotte Komrosky-Licata, Ty Prozorowski Graphic Designer | Marlo May Adviser | Nancy Y. Smith, MJE Staff: Chloe Baker, Shelby Darnell, Abby Karandjeff, Jasmin Kim, Grace Kirtley, Carson Luther, Clare Mulherin, Alex Rozar, Naomi Saegusa, Shwetha Sundarrajan, Addie Watson

Digital Media Editor | Jack Weaver Special Projects Editor | Jimmy Bowman Video Package Editor | Kiley Black Staff: Emma Grant, Nick Koester, Clay Komor, Jonah Nickerson, Lucas Nickerson, Annika Renganathan, Shwetha Sundarrajan, Jacob Ward

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|OPINIONS|

March 29, 2018

“TOO SOON”

The Monthly Strawman

by Charlotte Komrosky-Licata

Social media trolling, dark humor contribute to desensitization

A

Is having schools arm teachers a good idea?

Maybe not.

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Even though the craze over the app in 2016 has long since passed, it encourages users to go outside and walk around while enjoying the game.

That’s theTea

school shooting takes place at a Travis Bodell suburban Opinions Editor high school. A celebrity makes a controversial statement at an award ceremony. Earthquakes ravage a third world country. An underdog sports team takes home an unlikely win. New scientific advancements are made by a young scientist.

The occurrence can be uplifting, saddening, infuriating or inspiring.

No matter the feelings they may incite in an audience, it is more than likely that those who possess strong feelings toward the topic will take to the Internet and start pounding away on their keyboard.

It makes sense as to why one would pick the internet to share their thoughts and feelings about the hot topics of today as opposed to sharing them with a few friends in person.

The internet fosters a sense of interconnectivity between users across the globe.

With a few taps on your phone screen or clicks on your computer, your opinion is out there, available for others to agree, or disagree, within just as little time.

The ability to so freely express yourself is truly a privilege, but is also a doubleedged sword.

In a real life encounter, one is a forced to look the other individual in the eye and realize they are a human being and they have their own struggles, thoughts and emotions.

That sense of humanity can so easily be lost in a computer screen. Those you interact with

online can’t convey their emotions first-hand, an aspect that allows some users to forget how powerful, and hurtful, their

words can be.

Those who don’t wish to have their identities known by others can simply make a social media account under a false name, or remain anonymous altogether.

Not only does one not have to look at those they interact with online in the face, but anything one says and does can be done in a completely anonymous manner.

Having this sort of cover on the internet has allowed the rise of “dark” humor.

Social media trolls take to their keyboards to make light of topics that have no business being addressed in a humorous context.

Scrolling down my Instagram feed after the Marjory Stoneman Douglas High School shooting in Parkland, Florida was a display of utter insensitivity.

Tweets and memes involving the shooting littered my feed; whether the creators of the jokes legitimately thought that what they had made was funny or appropriate or if this was just a twisted way of coping with reality was beyond me.

Taking disasters, such as this one, seriously is dire, and not doing so shows a blatant lack of respect.

Social consequences are just as applicable to what we say online as they are to our real-life actions. In order to take these situations seriously, we cannot treat them like just another Internet meme.

Photo

Opinion

by Kayla Carpenter Sports Editor

If you could have dinner with anyone, dead or alive, who would it be?

| Isha Vij, 9 |

|Kamryn Culberson,10|

|Sakira Warren, 11|

|Andrew Schoenfelder, 12|

“I would have dinner with Steve Carell because he’s so hilarious."

“Walt Disney because I want to be an animator.

He’s my biggest inspiration because he owns one of the biggest companies ever, and I aspire to be like that.”

“I would have dinner with my uncle. He passed away four years ago, and we were really close.”

“I would actually love to have dinner with Plato, the philosopher, because he really formulated some existence to our lives.”

|Dave Witter, Health Teacher |

“Lee Harvey Oswald. I want to find out what really happened on Nov. 22, 1963.”

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|NEWS |

March 29, 2018

Diversity can facilitate connections between students, staff

I

Shwetha Sundarrajan | Reporter Clare Mulherin | Reporter

n a day and age where diversity and individuality are emphasized, Lafayette might not be a shining example. In a predominantly Caucasian building of teachers, administrators, counselors and hall monitors, one can count on their two hands how many staff are people of color.

Merriam Webster’s dictionary defines diversity as “the condition of having or being composed of differing elements: variety; especially: the inclusion of different types of people (such as people of different races or cultures) in a group or organization.”

While the student body may be diverse, can the same be said of the staff?

Sarah Keathley, world language teacher, said she uses her background and values in everyday life. She is Malaysian.

“I’ve spent most of adult my life in the St. Louis area, but I still go back and think about my values, my background and the way I grew up. I take some of my background and some of what I learned here and try to make the best of worlds,” According to the Century Foundation, school integration of both racial and socioeconomic status is good for children. Exposure to other ethnicities and backgrounds from a young age allows critical thinking skills as well as improved problem solving. Overall exposure to new things is the very concept of education.

Education, therefore, ushers in acceptance and adaptation.

“There’s something special about being part of an underrepresented group and to be able to see representation. So we know that part of education is safety, and there’s tons of research on students who have to feel like they belong

A diverse staff brings a rich environment to Lafayette because it helps students connect with their teachers.” | Kirti Mehrotra, Assistant Principal |

in a school space do well. I think there are things we can put in place to help kids see themselves in the curriculum,” Terry Harris, Rockwood’s Director of Student Services said.

Although modifying a curriculum to include representation is a great way to show variety in a homogenous school, having teachers from various backgrounds provide students of color a unique connection that only they can give.

Math Department Chair Marietta Koziatek, who grew up in a Cuban household, said due to her upbringing in a Hispanic home, she could especially connect with her Spanish-speaking students.

“For some of my students, it offered an opportunity to learn because I spoke the same language, and so I could explain things in both English and Spanish. It seems obvious that if English is not the primary language, my ability to speak Spanish helped communicate the material and connect the learning. So, diversity can affect how a student learns, but it isn’t a given,” Koziatek said.

However, not every teacher believes ethnicity is the driving factor in connecting with students.

Maria Marasigan, science teacher, attended school in Rockwood where she didn’t necessarily have teachers of color.

“I had friends of color and Caucasian friends, and I think I was very ignorant of it all.

My teachers were all predominantly white, and I connected with them because they were really good teachers,” Marasigan said.

Marasigan said being of Asian descent doesn’t necessarily affect her teaching.

Do you connect better with a staff member because of their race, gender or background?

Yes

“Maybe for some kids, I’m more approachable. But when the kids get to know your personality, I don’t think it really matters what the color of your skin is,” Marasigan said.

Lafayette has some Asian, Indian and Hispanic staff members to represent the student body, but there’s one large ethnic group that’s largely unrepresented.

Last school year, African American students made up 11.5 percent of the total student body, yet there are only two African American staff members. One is a hall monitor, and one is a teacher aide for the Special School District.

“I don’t live in the city anymore, but when I did, teachers didn’t understand that it took me forever to get home. Some people don’t understand the advantages other students have,” junior Rashid Tutu said.

However, diversity is not just limited to ethnicity and skin color. Having grown up in the Soviet Union, Lyubov Briginets, art teacher, understands a sense of necessity where diversity is concerned.

The high school she attended was intentionally unified because her society did not believe in individuality.

“It was very discouraged to have your own way or to have your own individuality.

I believe [individuality] is a very good thing.

For example, our art department has five teachers, and each of us are very different. We have different teaching styles and different approaches to projects,” Briginets said. “It works because people are different and react to different things. It’s good to have that diversity.”

Having experienced the two extremes regarding diversity, Briginets’ insight expands

Would you like to see a more diverse staff of various races, genders and backgrounds?

beyond racial diversity and connects to one’s identity in society. Diversity and individuality go hand in hand, in the sense that one’s individuality creates diversity as a whole. A person’s individuality—their background, culture, faith and orientations—separates them from a crowd.

“Because you’re a product of your environment, my roots definitely affect how I see things and how I perceive them. It affects me, it makes me who I am,” Briginets said.

As much as students are encouraged to embrace their diversity, some students find that their teachers might not have it the same way.

“I believe everyone is very diverse, though teachers aren’t allowed to show it. A student may say that they are part of the LGBTQ+ community or they are Catholic, but a teacher is not explicitly allowed to do so. The same goes for ethnicity or cultural background, but I do feel that the [student] population of Lafayette is very diverse,” Kyle Yerby, sophomore, said.

In terms of increasing diversity awareness in Lafayette, the administration has attempted to educate the faculty through various events, such as a diversity fair and teacher field trips.

“The program we did where we took teachers down to the city to get a picture of what it’s like to live in the city and come to our school. We’ve continued that conversation with our staff to help them grow, and I think our staff has come a long way from where we were five years ago,” Assistant Principal Mehrotra said.

It seems like those efforts have certainly paid off. Even though every student and faculty member is different, Lafayette now embodies diversity.

“Diversity doesn’t come only in the form of color. Diversity comes in a lot of forms. Using color as a basis for diversity isn’t fair, color is just one part of a diverse population,” Mehrotra said.

Do you think the staff at Lafayette is diverse regarding their race, gender and background?

Yes

Yes

No Poll results from @thelancerfeed 368 votes recorded.

No

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No

5

|NEWS |

March 29, 2018

Students get chance to help school

Special School District students help teachers, custodial staff by picking up recycling Natalie Karlsson | Asst. Web Editor

photo by Natalie Karlsson

Sophomore Aja Jackson, freshman Cody Jordan and sophomore Jonathan White in the Independent Living class pick up recycling from the math hallway. They collect all the recycling throughout the week to finish it all each Friday.

Recycling is a service that is needed, as well as appreciated, by Lafayette’s faculty and custodial staff.

However, all the items recycled have to be picked up somehow in a timely manner.

Starting roughly eight years ago, Special Schools District (SSD) students and their teachers have helped pick up the recycling from classrooms.

The students in SSD who pick up recycling are part of the Independent Living Class. The students in Independent Living classes work on completing tasks to help prepare them for the Pre-Vocational Skills Program.

Students practice completing job applications, setting the table, folding laundry, and completing task boxes such as rolling silverware, filling sugar caddies and putting together hospitality kits.

Out of the 16 SSD teachers at LHS, there are a few who spend part of their day encouraging their students

to help out around the school.

One of these teachers is Krista Wyatt, who can be seen moving through the hallways with her students as they empty the recycling bins in classrooms.

“We do jobs out in the school community, which include delivering and sorting Library mail, cleaning the language arts Teacher’s Lounge and recycling in the building,” Wyatt said. “Students are given a list of expectations as to how to complete each step of the recycling duties, and we take data and monitor their growth progress throughout the year.”

One of the benefits for the students in the Independent Living Class is learning important social skills so they can function better in a work enviroment. “[The students] learn how to follow directions and a visual schedule/routine, and they learn teamwork and to problem solve.

Most importantly, we are always

striving for independence with task completion,” Wyatt said. “When a new student joins our class, the more experienced ‘workers’ act as mentors and role models. We even conference weekly to graph individual progress and students self-evaluate.”

The students have to take the recycling from every room in the school by the end of the week, so there is a slight rush to get it all done in time.

“I have a group of three to four students who try to get through most of the building weekly, and Caroline Denson’s Pre-Vocational group does not go out to the work sites on Mondays, so they recycle then as well,” Wyatt said.

The Pre-Vocational students learn skills like finding a job, writing a resume, working with others and filling out forms in a work environment.

“There used to be several groups and clubs that would recycle; however, there is now a demand that we sometimes find difficult to keep up with,” Wyatt said.

Recycling starts in the classroom Staff stresses understanding of waste-reduction process Natalie Karlsson | Asst. Web Editor On the list of a teenagers’ priorities are usually sleep, food, Starbucks and procrastinating the AP World test they have this week—not recycling.

Students learn about reducing, reusing and recycling throughout elementary school and part of middle school, but once they reach high school, it is like recycling is a memory of the past.

Each person in the U.S. recycles about 4.40 pounds per day, adding up to about 1.42 million pounds of recycling per day, according to DoSomething.org. That’s just in the United States.

Only part of that number is water bottles-which adds up to about 38 billion bottles per year.

If someone took all of those bottles and wrapped them around the earth as many times as possible, that number would add up to 190 times around.

However, this number isn’t localized. Production Center secretary Denice Flannigan said Lafayette prints about 20,000 pieces of paper daily in the Production Center, up to about 100,000 thousand pieces weekly.

Each day, Lafayette ‘burns’ about two trees per day. This number adds up daily, and that’s not just for Lafayette.

“I always try to make sure that anything that has been put into the trash that can be recycled is put into the recycling bin,” Flannigan said.

She added, “Everyone is very conscientious about the amount of paper they use. It would be great if all those copies eventually made it

into recycling bins either at school or home after the school year was over.”

What is recycled specifically depends on the things that happen in the Production Center.

“Most of our recycling is the paper packaging around the reams of paper that I use,” Flannigan said. “But of course there are those copy mistakes and paper jams that happen often enough.”

Everything about recycling starts in the classroom.

Environmental Sciences teacher Dana Imler knows how to start the education part of it.

Once the class gets into their natural resource unit, the topic is embraced.

“I try to put a lot of emphasis on reducing and reusing, which should actually be the first steps taken, then recycling,” Imler said. “However, as a society, we put more emphasis on recycling, when it should be placed on reducing and reusing.”

After a certain amount of time, items can’t be recycled anymore and are sent to a landfill as waste.

“We live in a society that consumes a lot and is materialistic,” Imler said. “We think we need everything. That makes the importance of reducing and reusing even bigger.”

Something students don’t necessarily learn at school is what can and can’t be recycled.

Recyclables like water bottles have to have the label and cap removed before placing in the recycling bin, since the actual bottle itself and the label are two different types of plastic.

Lafayette’s Lead Custodian

Susanne Jessen sees items that can’t be recycled constantly in the bins.

After the recycling is brought to the bigger bins around the school by the Special School District (SSD), the custodians have to gather it to the dumpsters behind the school. The custodial services do this part of the cycle.

Jessen and her staff pick up the recycling from the bins outside the classrooms.

“We need students and teachers to be aware of what they’re throwing in the recycling bins,” Jessen said. “We just need them to make sure what they’re putting in there can actually be recycled, without us having to deal with it for them.”

Jessen said the students from the SSD are a big help to pick up the recycling from the classrooms.

Every day, the students spend a given amount of time in each hallway picking up the recycling from the classrooms, and bring it all to the big bins around the hallways.

“Before the [SSD] program began, it was teachers who picked up the recycling, not us. We would take care of it only from the hallways,” Jessen said. “Now, the students who pick it up from the rooms are a big help.”

The custodians find that students don’t realize what they put in the bins.

Items like food are frequently found in the bins.

Once the recycling goes into the dumpsters behind the school, they get picked up by Republic Services and taken to a facility.

At the recycling center, all the items are separated and sorted for processing through machinery such as scanners and wheels.

photo by Natalie Karlsson

Republic Services, a company that serves over 13 million people nationwide, picks up trash and recycling, as the second largest provider of collection, transfer, disposal, recycling and energy services.

Lafayette has six recycling bins downstairs, and nine upstairs. Three of the bins upstairs have bigger holes cut into the top to allow a variety of recyclable material to be put in them. photo by Natalie Karlsson Recyclables are determined if they can be reused or not.

Non-recyclables are hand-sorted and placed in trash bins.

Glass and plastics are washed and dried, as well as having any ink taken off of them. Old items are then repressed and made into reused ones.

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|NEWS |

March 29, 2018

Tanning Troubles

High school students lack education concerning effects of UV overexposure Delaney Stulce | Web Editor

or uses sunscreen more frequently, then it has been effective.”

As the school year reaches the finish line, Lafayette, as listed on S.P.O.T.S.’s website, is many juniors and seniors rush to prepare for one of the schools that receive these educational Prom. They buy dresses and shoes, make hair presentations. Despite being listed, Lafayette and nail appointments, find a date and, of has not scheduled these presentations in course, figure out how they are going to get approximately five years. perfect, golden, tanned skin.

“We had gotten word from students that Although many people go the route of spray they had that same presentation in middle tanning, others choose to tan through methods school, so, for the last couple years, we have not like tanning beds, booths or lamps. done that,” health teacher Ashley Lewis said.

Due to the long-lasting effect of tanning Although many local, state and federal beds, many students choose to forgo the safer actions have been made to increase the option of spray tans in an effort to stay tan education of the harmful effects of UV radiation longer. One of these students is senior Jordyn exposure, including the use of tanning beds and Cosman. all other forms of tanning including UV lighting, “I don’t like spray it is not specifically tans because I’m a required for all high Artificial Tanning Facts school health courses swimmer, so every time I get in the pool, to include this form of it washes off,” Cosman education. percent of all high school said, “ I just like “It is teacher tanning because its specific. It is not females have tanned easier.” something that indoors Despite the many is actually in our attempts made to curriculum. It’s just Artificial tanning extra we included Women under educate the public equipment, such as that we thought was of the major risks the age of 30 associated with tanning beds, booths, important,” Lewis said. who tan indoors artificial tanning, it In an effort to lamps and bulbs, emit provide are still remains a popular some sun just protection education option for high school students. in the curriculum, a times more In an effort to severe burn victim is educate its students, brought in to give a likely to develop Rockwood has presentation. melanoma participated in “We do have a UVA and UVB radiation burn speaker come in, theprogram Sun as the sun but he talks about his Protection Outreach Teaching by Students story and it’s from a percent of (S.P.O.T.S.). This Melanoma is the chemical burn,” Lewis program allows medical Caucasian high said. “He does share students from St. Louis the importance of school females University, Washington using sunscreen and he most common cancer for have tanned University, University in a book that women ages 15 to 29 brings indoors of Kentucky and has all these different University of Central burn victims. Some Florida to teach high from tanning and other school and middle school students about the ways dealing with the sun.” effects of tanning, both artificially and naturally, Although Lafayette health teachers make as well as the benefits of sun protection. the time in the curriculum for basic sun health Rockwood Valley Middle School (RVMS) education, students said they did not believe it is an active participant in the S.P.O.T.S. really informed them about tanning facts. presentations and creates the opportunity for all Junior Mia Uetrecht, a student who 8th grade students to receive the presentation. participates in artificial tanning for school RVMS Physical Education teacher Justin dances, believes the classes she has taken Bottorff said, “I think [S.P.O.T.S.] is really haven’t fully educated her on the effects of effective. It gets kids talking about their skin tanning. and health; it’s what we want. We want students “The only part I learned about it is a little bit to take ownership of their health and make good in Health, but they went over it pretty fast and I decisions regarding their health. Even if it is learned a little bit in Bio but that’s it,” she said. only one kid who doesn’t go to a tanning bed The U.S. Department of Health and Human

10.6 six

as much or more

15.2

second

photo by Marlo May

Senior Marlo May used a tanning bed for 15 minutes at a time, three times a week at Extreme Tan in to prepare for Spring Break. “I knew a lot of people were going to tan before, and I didn’t want to risk getting burned in Cancun because it could have ruined the trip,” May said.

Services and the World Health Organization International Agency of Research of Cancer panel have declared ultraviolet (UV) lighting and other artificial tanning outlets are a carcinogen, a cancer-causing agent.

It is such a prominent carcinogen that the American Academy of Dermatology estimates artificial tanning causes over 400,000 cases of melanoma, a type of skin cancer, each year.

After only one tanning session, the chances of melanoma, cancer of the pigment-producing cells, raise by 20 percent, Basal cell carcinoma, cancer of the cell that reproduces skin cells, by 29 percent and Squamous cell carcinoma, cancer of the epidermis, by 67 percent.

Not only does it provide physical damage, it is also known to be an addictive activity. One third of all Caucasian women ages 18 to 30 acquire some sort of tanning dependency or addiction.

Although Cosman only uses tanning beds during the month of February, the addictive qualities of tanning are still obvious.

“This year I’ve tanned the whole month of February. I went every other day,” Cosman said.

Growing knowledge of the dangers artificial tanning led to the change in the rules of Missouri’s Department of Health and Senior Services in March of 2015.

Division 20, Chapter 12, Section two states, “Prior to any person less than 17 years of age using a tanning device in a tanning facility, a parent or guardian of such person shall annually appear in person at the tanning facility and sign a written statement acknowledging that the parent or guardian has read and understands the warnings given by the tanning facility and consents to the person’s use of a tanning device at the tanning facility.”

This rule requires all tanning salons in the state of Missouri to require customers or their legal guardians to state they are educated on the dangers of artificial tanning.

Although Missouri has taken steps toward educating its residents, experts fear many people still do not fully understand or care about the risks involved.

“A lot of people tell me about the effects of it. I’m like, ‘I know about what I’m doing,’” Cosman said.

March 29, 2018

7

|NEWS |

Sakowski named LHS Teacher of the Year Alex Rozar | Reporter Art Department Chair Lauren Sakowski is Lafayette’s 2017-2018 Teacher of the Year.

Sakowski was officially recognized at the end of the Academic Pep Assembly (APA) and was joined onstage by her husband, parents and two daughters.

“I was so proud of her,” her husband Chris Sakowski said. “I was really excited for our daughters to witness the awesomeness of their mother. It’s important for our girls to see strong, successful women, and when one of those women is their mother, it means even more.”

To receive this honor, Sakowski was first nominated by several students and teachers.

Next, she submitted a resume and several written pieces explaining her educational philosophy in the classroom and what led her to becoming a teacher.

A Teacher of the Year faculty committee, led by journallism teacher Nancy Smith, then narrowed the group of 29 nominees. Four teachers were chosen to move forward as finalists.

The other finalists included language arts teacher David Choate, social studies teacher John Deken and language arts teacher Jeff Landow.

“Choate, Landow and Deken are all great teachers,” Sakowski said. “I had no idea who was going to win.”

At the Feb. 26 staff meeting, all LHS staff members listened to presentations on each of the finalists and then voted to select the winner.

Freshman Brooke Tressler, one of the students who nominated Sakowski, said, “She just connects with all her students. She really understands us.”

Sakowski said her teaching style comes from using a growth mindset.

“I think a really important part of teaching

is that really great love of learning and understanding there’s always room for growth and improvement,” Sakowski said. “That’s kind of how I’ve always approached my teaching, always looking for the better angle, the better way to teach the lesson or changing lessons to become more current. I think as long as you’re evolving and trying and there’s growth there, that’s what it’s all about.”

Sakowski discussed some of her teaching influences growing up.

“My 12th grade Honors Language Arts teacher understood how to be sensitive and kind, and still give good, positive, critical feedback,” Sakowski said.

Sakowski recalls the day the Teacher of the Year results were announced.

“We were supposed to find out 1st Hour that day. It was a Late Start. So, 1st Hour came and went, and I hadn’t gotten an email. I was like, ‘Oh, that’s a bummer,’” Sakowski said.

She then texted her husband, thinking she had not won the award.

“Then I started thinking, ‘That’s strange they haven’t sent out an email yet saying who the winner was,’” Sakowski said.

A discipline issue had actually delayed the announcement. Since administration was busy dealing with that situation, they had not yet announced the winner.

“Then Mrs. Smith sent out an email to the four finalists saying, “Hey, I’m sorry, you guys are in limbo. Dr. Calcaterra will notify the winner, hopefully sometime at the end of the day,” Sakowski said. “So, then I texted my husband, ‘hey, so I guess it could still be me!’”

Sakowski got the news during 7th Hour, when she did not have a class.

“It was just really quiet in [my classroom],” Sakowski said. “I was working on some stuff.

Then all of the administrators came in my room with balloons. It was a little bit of a shock and just an odd day. But a good day.”

photo by Emily McRae

Art Department Chair Lauren Sakowski was recognized during the Academic Pep Assembly on March 6 with her husband and two daughters. “I know I should say I was surprised by her winning,” her husband Chris Sakowski, a LaSalle Springs music teacher, said, “but I have seen what an amazing teacher she is, and I’ve seen how hard she works, and I know how much she has loved teaching at Lafayette. I am totally biased, but she is an incredible teacher, and I was so proud of her. “

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March 29, 2018

APAvengers Assemble!

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Pep assembly honors ‘super’ scholars’ academic excellence 2.

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1. Shaking senior Renaissance Steering Commitee member Meghan Conroy’s hand, junior Keeley Van Antwerp accepts the Math Award.

2. After being announced as the Most Improved Student Overall, senior Sean Glaze receives a gift basket including over $100 in coupons from Renaissance sponsor. He was the student who improved his overall GPA the most between freshman year and senior year.

3. Rapping Eminem’s Till I Collapse, business teacher Scott Beaver performs with math teacher Kevin O’Gorman.

4. With the other members of the Jazz Band, senior Liam Newman performs The Chicken.

5. In Escadrille’s jump sequence, sophomore Kayla Hoover completes a toe touch.

6. To the tune of CeeLo Green’s Forget You, sophomore Vrisha Jagdish takes the lead vocals for Vox Solus.

7. Once his name was read as a Student of the Month for the Class of 2018, Hayden Haggerty quickly takes a selfie before walking offstage.

8. Before the APA starts, Hannah Wozniak sings with Tuesday Night Rock Band.

9. Dressed as Iron Man’s civilian identity Tony Stark, senior Will Gerretson emcees the APA. photos by Marlo May

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March 29, 2018

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|COVER STORY|

our minds distort our mirrors Eating disorders common, on the rise Grace Kirtley | Reporter Eating disorders are found in many different forms in many different types of people, however, they all include intense emotions and abnormal behaviors around body image, food and weight.

“It is important to understand that eating disorders are illnesses, and they are not simply a lifestyle choice. Individuals with eating disorders often find themselves stuck in a pattern of negative thoughts and dangerous behaviors that can perpetuate the disorder and lead to depression, social isolation and interpersonal conflicts,” Kate Clemmer, Community Education & Outreach Coordinator at the Center for Eating Disorders at Sheppard Pratt said.

Types of Eating Disorders There are four distinct categories of eating disorders made by the American Psychiatric Association: anorexia nervosa, bulimia nervosa, binge eating disorder, and eating disorders that are not specified. Each eating disorder is associated with serious physical and emotional problems and can have severe consequences.

Eating disorders are common.

In the United States, 20 to 30 million people are suffering and the numbers are continuing to climb, according to Clemmer.

Anorexia nervosa peak ages of onset are between 12-13 and 17 years old, and anorexia is the third most chronic illness among adolescents according to Mirror Mirror, an eating disorder help website.

It is diagnosed as intentional loss of 15 percent of body weight for fear of becoming fat, according to Nutrition and Well-Being A to Z. There are two types of anorexia: the restricting of food and binge eating followed by purging. Those suffering may resist treatment because they are unaware or in denial of the weight loss.

Bulimia nervosa is an eating disorder when binge eating occurs followed by measures taken to prevent weight gain. These actions include fasting, over exercising, vomiting, or abuse of laxatives and diuretic drugs. Bulimia nervosa is found mostly in the late teens and early twenties. The heart, intestines, teeth and ovaries can face serious medical complications but can be avoided if the illness is treated early on.

Other similar behaviors and binge eating disorder can be diagnosed the behaviors take place two times a week for a minimum of three months. Unlike anorexia, this disorder creates a greater sense of guilt and loss of self control.

There are also many other eating disorders that do not completely fit under categories, called eating disorder not otherwise specified (EDNOS).

Some uncategorized eating disorders include food avoidance emotional disorder (FAED) where avoiding food is determined but not for the same reasons of anorexia and bulimia; selective eating, when certain types of food are avoided until there is limited food consumed; and functional dysphagia, in which a child is too frightened to swallow for fear of choking or vomiting. Each of these disorders can appear in childhood as well as teenage years and affect boys and girls equally.

Medical Complications Constricting food is common in this society, with dieting and avoiding certain foods for fear of weight gain. But eating disorders are severe and difficult to stop, which can result in many medical problems.

“Eating disorders can compromise every regulatory system in the body, including the immune system, digestive system, skeletal system, cardiovascular system and the reproductive system. Common symptoms one might notice include dizziness/fainting, heart palpitations, hair loss, menstrual irregularities, fatigue and energy loss,” Clemmer said.

Each eating disorder has different dangers, but all of them have mental challenges that must be faced. These behaviors are difficult to stop because they provide some type of relief to the person behaving this way. The struggle with body image continues long after the person recovers, and the eating disorder can reappear.

Why Eating Disorders Develop The reasons for developing these disorders may vary, however, there are common themes among those struggling. People with eating disorders battle with poor body image and not fitting in with the culture’s ideal image. Eating disorders are highly affected by relatives and close friendships, and poor relationships can worsen the disorder by creating extra stress on those afflicted.

“What most people don’t know is the childhood loss or trauma (adverse experiences in childhood or adolescence) often underlie an [eating disorder] and that must be treated as well,” Dr. Carolyn Coker Ross, eating disorder specialist said.

Characteristics of eating disorders can originate in elementary school years and even can be genetic in families.

These traits include: poor self esteem, family history of eating disorders, participation in sports that emphasize a certain body image and perfectionist and conscientious personality types.

From a young age, food can be used as a constant of comfort or as source of

distress based on the family’s perception of hunger and food. Instead of seeing food as nourishment, it is perceived as a problem or a constant need, which could lead to problematic eating disorders in the future.

Culture’s unrealistic idea of body image also can spark eating disorders as well by lowering self esteem. For those with low self-esteem, they may feel better about themselves when they conform to society's idea of the perfect body.

“In the 1970s the average fashion model weighed 8 percent less than the average U.S. woman. In the 1990s the difference rose to 23 percent.

In the twenty-first century, images of models are computer modified to the point where the idealized body shape and size is virtually impossible to achieve,” Bryan Lask, Professor at University of London, UK, said.

Although the idealized body shape is unrealistic, it still sparks many eating disorders because of the desire to conform to media. Families who emphasize the importance of having a low body weight, rather be healthy, foster the poor body image that leads to eating disorders. Furthermore, parents who diet or have eating disorders are more likely to raise children more susceptible to eating disorders in the future.

How to Help Regardless if the family contributed to developing the eating disorder, the reaction to it can highly influence the impact of the disorder.

A positive outlook on the situation can speed up recovery, while a negative, confused and/or inconsistent response can make the disorder worse, according to Lask.

Negative reactions to eating disorders make the disorder worse and harder to recover from.

“Arguments between parents about how best to proceed when their child or teenage daughter develops an eating disorder can exacerbate the problem. The teenager becomes caught up in parental conflict, feels worse, and delves deeper into the eating disorder,” Lask said.

“Once someone has received treatment, family and friends can be supportive by listening, not judging and learning about the eating disorder,” Ross said.

Everyone can contribute to lowering the amount of people suffering from eating disorders by avoiding phrases that direct negative attention to your body or praising the body’s appearance. It's important to pay attention to the existence of images and messages that may be contributing to poor body image.

Once noticed, take some sort of opposite action against it. This action could be as simple as ranting about a misleading advertisement, writing a letter to a magazine editor, or blocking a certain type of advertisement.

Certain phrases should also be avoided so eating disorders don’t become worse.

These phrases include: ‘You don’t look like you have an eating disorder,’ ‘Why can’t you just eat?’ ‘Why can’t you just stop eating?’ and ‘Wow, you look great, have you lost weight?’ Clemmer said.

Recovery One of the most important steps is recognizing the disease in the first place and getting help.

People close to those with an eating disorder can help by expressing concern in changes in behaviors, personality or weight, Ross said. They can let the person know they care and that battling this disorder does not have to be done alone.

There are a variety of methods to aid recovery from eating disorders. Research and clinical experience show that early-intervention of eating disorders greatly improve the possible outcomes. The most intense level of treatment is inpatient.

This is where the person lives in a treatment facility with others recovering. There is also partial hospitalization, when the person lives off-site but spends time in a treatment facility. And, intensive outpatient is also available, only requiring nine hours of treatment per week.

“The treatment that will work best depends on the individual and the eating disorder. Speaking generally, a strong Cognitive Behavior Therapy component is common as is the integration of Family-Based Treatment as well as other evidencebased therapies,” Clemmer said.

Eating disorders are affecting people everywhere, and if you are struggling with one, it is important to reach out and find help. Many of those suffering from eating disorders deny that they are struggling and friends and loved-ones can make a lasting difference by showing they care and supporting them in getting help.

Eating disorders are serious, however, they are treatable, and recovery can be achieved.

McDaniel works toward recovery Amisha Paul | Asst. Editor-in-Chief Hannah McDaniel is a typical high school sophomore. She struggles with chemistry, she plays lacrosse and she loves hanging out with her friends. She also suffers from anorexia nervosa.

For Hannah, what began as a simple way to lose weight and eat healthy quickly spiraled into an obsession with restrictive eating and weight loss.

“My freshman year, my emotional eating and depression had turned into orthorexia, which is when you are obsessed with eating healthy,” Hannah said. “I’d lost 15 pounds, and my mom thought I looked great, but I kept saying I’d lose five more. But five more was never enough for me.”

Eventually, Hannah began to restrict her caloric intake as opposed to choosing to eat healthy.

“We had a Foods project where we’d have to log everything we ate, and I’d feel so guilty if I ever went past 1,000 calories.”

With the start of lacrosse season, Hannah began to skip whole meals and cut portions. The summer of her sophomore year, Hannah would workout three to six hours a day.

“To me, I felt like I was losing weight in a healthy manner. I couldn’t see that it was taking over my whole life,” Hannah said. “When you’re in the moment, yeah, you see all the symptoms but the eating disorder side of you cancels it out and says ‘Oh this is nothing, push through it.’”

When school started, Hannah began skipping meals as a means of control over her stress. By then, Hannah had lost 40 pounds. The impact of disordered eating was clear not just on the scale, but in her day-to-day activities.

“I would get really high energy during tennis, but I also would get super competitive. I’d have to be the best on the court. I had to make all my serves,” Hannah said. “It’s like the anorexia brought out this competitiveness in me, to be the best, to be the skinniest.”

The effects on Hannah’s schoolwork were also evident within the first few weeks of severe food restriction.

“For schoolwork, I couldn’t concentrate on anything, I’d get really low scores, I wouldn’t do my homework because I had no motivation, so I’d go home and sleep,” Hannah said.

Even though the result of her restricted eating was affecting her daily life, Hannah couldn’t seem to return to her normal eating habits.

“With anorexia, you strive for the hunger high, where you’re dizzy and get this rushing sensation from being so hungry,” Hannah said.

By October, Hannah’s mother faced her suspicions and addressed the extreme amount of weight Hannah had lost.

“I had found uneaten lunches in her closet, and at that point we started discussing things,” Hannah’s mother, Kim McDaniel said. “I told her that the amount of calories

she was eating wasn’t even enough to keep her heart functioning.”

Kim, who is a nurse, explained that once the body is starved from necessary nutrients for so long, the few nutrients it receives are used directly for the main organs. As a result, the brain doesn’t get the required nutrients, leading to panic attacks and mental issues.

“Hannah had an hours-long panic attack at the tennis club, so I knew then that something wasn’t right,” Kim said. “It’s a kind of psychosis because your body, especially your brain, isn’t getting the nutrition it needs.”

Kim began researching anorexia and making calls to outpatient services in an attempt to “scare” Hannah into realizing the seriousness of her disorder.

“I probably bought 10 or more books on anorexia,” Kim said. “As a parent, seeing your child like that is very scary. You can’t do anything. You feel helpless.”

In the middle of November, Hannah was admitted to McCallum Place, a facility that offers eating disorder treatment programs. She was in partial hospitalization, seeking treatment for 10 hours a day.

“I liked the people I met there because we can all relate. We all have an eating disorder. We all know what goes on in our heads,” Hannah said. “But the treatment was more focused on weight restoration than the mental side of an eating disorder.”

However, Kim didn’t necessarily agree with the approach of the center. In her research, she came across the Maudsley Approach, which stresses the importance of family involvement in treatment. Most of the weight of the treatment falls onto the parents, and the approach is very strict, but has a much better success rate.

“I feel she is still in recovery, still has triggers, but she doesn’t act on those,” Kim said. “I’m always scared it could go backward. Anorexia has the highest mortality rate of any psychiatric illness, and that’s always in the back of my mind.”

Recovery is a long process. For Hannah, that means that although she may be better than she was when the anorexia was at its worst, she is still working toward a totally healthy eating pattern.

“I wouldn't say I’m fully recovered, I have good days and bad days but it's a lot better than it used to be,” Hannah said.

For anorexia, the earlier it is caught and treated, the more likely the chance of complete recovery.

“That’s one thing I want to stress. You have to catch anorexia early,” Kim said. “We were lucky with Hannah to have caught on quickly and to have gotten help early on.”

For Hannah, it has been a struggle to gain acceptance from the people in her life who don’t quite understand anorexia.

“My parents and family were more scared, so they came off as aggressive during their support,” Hannah said. “I wanted people to be patient, because nothing can happen overnight.”

Outside of her family, Hannah’s friends have been supportive, but still don’t understand exactly what she is dealing with.

“They don’t get that this can be a lifetime thing for people. They think I’m totally fine. They never ask how I’m doing. They bring up food and body image all the time,” Hannah said. “It’s really triggering for me; just don’t talk about that around me.”

Well-meaning but hurtful comments are also a norm.

“People will tell me ‘I wish I could lose that much weight, how do you do it?’”

Hannah said. “You don’t want this. I don’t want people to be glorifying this eating disorder, because it’s an awful thing to live with.”

BY THE NUMBERS 6

By age , girls especially start to express concerns about their own weight or shape.

Up to 40% of overweight girls and 37% of overweight boys are teased about their weight by peers or family members.

TWO THIRDS of people with anorexia also showed signs of an anxiety disorder several years before the start of their eating disorder.

12.6% of female high school students took diet pills, powders or liquids to control their weight without a doctor’s advice.

40-60% of elementary school girls are concerned about their weight or about becoming sdafklsjdflasdj.

too fat

Info from National Eating Disorder Association

HOTLINES National Eating Disorder Association 1-800-931-2237 National Association of Anorexia Nervose and Associated Disorders 1-630-577-1330 Multi-Service Eating Disorders Association 1-617-588-1881

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|FEATURES|

March 29, 2018

Making the decision to get permanent body art ignites family conflict for teen Abby Karandjeff | Reporter Senior Bobbi Graves has faced the pain of changing her body into a work of art twice.

She has sat though two inking sessions and doled out big cash twice. But, she said it is all worth it despite the fact that her mother does not approve.

“I have a bow on my thigh that I got sophomore year. On my shoulder I have a lotus flower and the name Aryetta for my grandmother who passed away. I got that done my freshman year,” Graves said.

“My cousin went with me to get my first tattoo. It’s kind of a funny story. My cousin and I were at Outback before we went and I said, ‘I’m going to get a small tattoo of a bumblebee.

It’s going to be adorable,’” Graves said. “Then we got there and I ended up with this huge lotus flower and my grandma’s name.”

Although her tattoo did not end up being what she originally planned, the tattoo she came out with holds an important meaning to her.

“The lotus flower was my Grandma’s favorite. She used to love her garden and she always had a bunch of lotus flowers growing. I got her name in cursive really nicely below the lotus too,” Graves said.

For her second one, the bow on her thigh, Graves went with her cousin and they each got tattoos.

“My cousin and I were best friends growing up. She was like my big sister. Before we went to Atlanta for winter break of my sophomore year, we got matching bow tattoos,” Graves said.

Grace did not say how she was able to get her tattoos without parent permission.

Prices for tattoos vary considering many different factors. It depends on what you want and the specifics of the tattoo, as well as the studio you choose to go to.

“The cost depends on how big it is and if you want color or not. Some tattoo shops won’t charge you that much. If you already have a sketch, all they have to do is make a stencil or an outline. The bigger the tattoo, the more it’s going to cost,” Graves said.

As far as pain goes, Graves herself did not

What’s Your

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• The skin is pierced 50-3,000 times per minute by a tattoo machine.

• Americans spend an average of $1.65 billion on tattoos every year. *from statisticbrain.com

Check out lancerfeed.press for more tattoo stories.

have an easy time tolerating the tattooing process.

“People were coming in and walking out of the shop because I was just too loud and too much to bear. People were looking at me like, ‘You never need to get another tattoo, this is just not for you,’” Graves said.

Although Graves had a low pain tolerance for her first tattoo, her experience helped her when she got her second tattoo done. This time, she was much quieter and less bothered.

“The second one I held it together like a champ. I cried a little bit but no screaming. I was proud of myself,” Graves said.

Graves had an ordeal of pain when getting her tattoos, but in her opinion it was all worth it.

“It was the worst pain that I could possibly think of, but it looks good in pictures when I wear my swimsuit on the beach or at the pool,” Graves said.

While Graves loves her body art and is proud to have them, her family does not approve.

“I hid my first tattoo from my mom for three months,” Graves said.

But, eventually her tattoo was exposed.

“One day I was babysitting, and my niece pushed my sleeve out of the way and my mom saw it,” Graves said. “She started scratching it and said, ‘This better be out of a Schnucks candy machine! It better be able to come off with alcohol!’ I had to explain that no, this is permanent.”

She added, “When I got my second tattoo I just told my mom I got something that I had to show her and she was mad.

She said, “My family is not at all okay with tattoos.”

Graves plans to get more meaningful tattoos in the future, as the outcome outweighs the pain in her opinion.

“The next tattoo I’m going to get is my dog’s paw print and her name—Nala,” Graves said.

Having been through the experience of getting tattoos, Graves cautions those who also want tattoos to be ready and calm.

“My advice is to be prepared for the worst pain of your life. Also realize that it’ll have a good outcome. It’s going to look amazing,” Graves said.

photos by Abby Karandjeff

Bobbi Graves has two tattoos, each representing the love she has for her family. She has had tattoos since her freshman year and plans on getting more in the future. Her experience was difficult, as she has a low pain threshold. Graves said, “When I got my first tattoo done I was in so much pain. I was screaming and crying and I had to have my headphones in on full blast.”

Tattoos hold special significance for teacher’s growth Abby Karandjeff | Reporter Paul Jaycox, language arts teacher has been getting tattoos since he was 18 years old.

“I have a tattoo on each shoulder blade. I have one on each upper arm and shoulder area. I have a Chinese tattoo on my left shoulder blade and a sun on my right shoulder blade,” Jaycox said.

He added, “On my right shoulder I have sort of a tribal jewel tattoo.

They were super popular in the early 2000s. On my left arm and shoulder I have a more complicated tree tattoo with books hanging from it.”

Each of his tattoos has its own significance to his life as an individual, a teacher and a parent.

His Chinese symbol means “patience,” which helped him through a significant transition in his life.

The sun stood as an interesting symbol for Jaycox as he worked outside often at that point in his life, hence his sun tattoo. Instead of a traditional orange and yellow sun, his is green and purple.

The tribal tattoo, although it was trendy, had the addition of jewels because he admired the way that jewels were designed in a tattoo format.

His most recent tree tattoo involved a lot of hard work and patience. He saved up for several years to pay for it.

“The tree is a symbol for growth and knowledge and steadfastness.

The books, of course, stand for knowledge. I’m an English teacher, so hopefully it wouldn’t be too far of a stretch,” Jaycox said. “There’s actually six crows on the tree which doesn’t have any leaves. The birds are one for each member of my family, for my four kids and my wife.”

His first three tattoos were done closer together, but his last tattoo came more recently.

“The first three I got pretty rapidly at 18, 19 and 21 against my parent’s better wishes. The most recent tattoo I got last March, so about a year ago.

I had a pretty big drought for quite a

number of years,” Jaycox said.

His tattoos were each planned differently and some had more thought put into them than others.

“The big difference between different shops is if you walk in or if you have an appointment. When I got my first two they were walk-ins,” Jaycox said. “I was just thinking that I wanted to get a tattoo and I did and I loved it. I went back about a year later and did it again.”

His first two tattoos were “flash art” tattoos, which are tattoos of art found in a tattoo artist’s available inventory.

“Flash art is used when you walk in and basically say, ‘Oh! Yeah, put that on me.’ Those are usually things I don’t recommend,” he said.

Jaycox has larger tattoos, and therefore his experience has been more lengthy and painful.

“It feels a lot like somebody would be running the edge of a serrated knife on your skin. There is blood; not tons, but you do bleed. Different parts of your body have different pain levels,” Jaycox said.

Although being tattooed hurt, Jaycox was able to tolerate it.

“Are there times when you grit your teeth together and you kind of deal with it? Yes, but it’s not terrible,” Jaycox said.

His tattoos have ranged from $100 to $600 depending on size, color, effort, and more.

As a tattooed professional, Jaycox has not had any issues with his career in teaching.

“I think the environment of our school is actually fairly open to things like that. I’m not the only teacher with tattoos. I honestly believe that it does not affect the way that people do their jobs. It just affects the perception from other people,” Jaycox said.

Instead of hindering his work, Jaycox instead feels as though his tattoos help him as a teacher.

“If anything, it helps me build connections with kids who might feel a little more on the fringe or not typical,” Jaycox said. “I’m not afraid to show who I am, and you shouldn’t be afraid to show who you are.”

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|FEATURES|

Where’s Louie?

The Lafayette campus is home to dozens of Lancer images. Can you find these nine around school? Test your Lancer savvy and check out the answers at lancerfeed.press

March 28, 2018

L

Shelby Darnell | Reporter

afayette High School opened on Sept. 7, 1960. At that time, the school was located on Clayton Road where Crestview Middle School is currently located. The Lancer mascot first appeared in 1965.

In 1989, the current location opened its doors and the Lancer became a prominent fixture within the school.

Over the years, more and more Lancers began popping up at Lafayette. For example, in 1998, a special tile Lancer was imbedded into the Commons floor. The Gym floor has also had a Lancer at its center court since the early days of Lafayette High School.

One logo is generally recognized as the official Lafayette Lancer logo, but there are many other artistic interpretations of the Lancer around school.

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|FEATURES|

Feb. 23, 2018

photos courtesy of Rachel Perera, Malayka Walton and Emily Blackstone

Sophomore Rachel Perera attends an event at the City Museum held by her Jewish youth group, B’nai B’rith Youth Organization (BBYO). In September of 2017, sophomore Malayka Walton celebrated Eid with her sister, Layla Walton, and two cousins. Eid is a party thrown for friends and family to break their fast together. Emily Blackstone and her sister in 2003 at a Greek Orthodox Church for Easter Sunday. She now participates in the Catholic Lent. Easter Sunday marks the last day of the 40 days of Lent in the Catholic church.

Spiritual growth thrives in schools

Students from different backgrounds, cultures practice religious traditions with self-discipline Chloe Baker | Reporter Members of different religious faiths choose to fast for religious reasons in order to help develop themselves and their spiritual growth.

For different people, fasting can involve different challenges and expectations.

Catholics not only fast, but choose to give something up over the 40 day period of Lent.

Other religions such as Islam and Judaism fast all day. The Church of Jesus Christ of Latter-day Saints has a partial fast at the beginning of every month.

The Lafayette student body is comprised of people from all walks of life. These students each bring their own cultures and religious practices to the community.

With the various religions represented at Lafayette, students often get the chance to share and learn about different traditions within each religion.

The following students have shared some of their fasting experiences.

Christianity Emily Blackstone, junior, participates in Lent, a season between the holidays of Ash Wednesday and Easter.

As a Catholic, Blackstone used to participate in the Eastern Orthodox Lent, but now participates in the traditional Catholic form of Lent.

Unlike the Catholic Church, the Eastern Orthodox Church does not eat meat, wine, oil or dairy products for the entire 40 days of Lent.

Catholics, by comparison, don’t eat meat on Fridays.

The Eastern Orthodox Church also does not give up material items, but members only fast on certain days and prohibit eating meat products.

Blackstone switched over because

of dietary restrictions and because her whole family has switched over to the non-denominational Christian church; however, they do participate in the Catholic Lent.

“It’s not that I don’t want to honor God that way, we do it because it cleanses the body and soul in preparation for the Lord to cleanse us as well with our sins and so we prepare our bodies for that,” Blackstone said.

Blackstone said she is not necessarily not trying to do just that, but the concept is harder with dietary restrictions.

This year, Blackstone did not eat meat on Fridays and tried to give up sweets for Lent. However, Ash Wednesday (the first day of Lent) fell on Valentine’s Day, so she found it difficult.

Blackstone participates in Lent with her parents. Her sister is atheist, but will still participate in trying to give something up without the religious reason. Her family is understanding when it comes to religion and respects her sister’s beliefs.

For Blackstone, fasting is a way to express her love for God and become closer to him.

“There are people who are atheist, and there are people who are agnostic, and that is totally fine.

I love all religions. Just having some spiritual being to look up to and knowing that God is with you is such a powerful feeling. It’s an amazing feeling when you are having a bad day and know that God is with you and is listening to you,” Blackstone said.

Islam

As a Muslim, sophomore Malayka Walton fasts for Ramadan to celebrate the first revelation of the Quran to Muhammad.

Ramadan lasts 30 days and is

usually over the summer. It changes every year because it is based on the lunar calendar.

They don’t eat from sun-up to sun-down in order to better understand the less fortunate. Fasting during Ramadan and giving to charity are two out of the Five Pillars of Islam.

On the last day of Ramadan, Walton participates in a party called an Eid al-Adha. At the parties, everyone waits until sundown to break their fasts together. People exchange gifts and celebrate with one another.

Those who are sick, traveling, pregnant, children, elderly or poor aren’t required to fast.

Walton started when she was in middle school. Her sister, mom and most of her family on her mom’s side participate in Ramadan.

Walton said, “It kind of sucks when you’re by yourself someplace while fasting, but with other Muslim people, it’s more doable in my opinion.”

Growing up, Walton participated in a half-fast, which is encouraged for children. In a half-fast, children are allowed to eat a small meal around noon rather than going the whole day without food.

“It is hard when you’re around other people that are eating, and sometimes you’ll almost eat food and forget, and spit it out at the last minute. The hunger is insane when it’s like two minutes until sundown and there’s fresh samosas in front of your face,” Walton said.

A samosa is a fried or baked dish with a savory filling, such as spiced potatoes, onions, peas, lentils, macaroni, noodles, cheese, minced lamb or minced beef.

The goal of fasting for Ramadan is to worry less about material things

Read more on this topic online at lancerfeed.press in order to become closer to God. Following tradition, Walton tries to be at her kindest and best self during the month of Ramadan.

“You definitely become more thankful when you can eat again, and I think it’s the only way to truly realize how you take food for granted.

It’s so easy in first world countries to not realize how privileged we are,” Walton said.

Judaism

Sophomore Rachel Perera and senior Rachel Brodsky are both Jewish and fast for certain holidays. For Yom Kippur, the Day of Atonement, they both go 24 hours without anything to eat or drink.

Perera has participated in fasting since she was young, but fasting usually doesn’t occur until after the bat or bar mitzvah, which is celebrated on the person’s 13th birthday. Brodsky waited to participate until her bat mitzvah.

Both Perera and Brodsky are reformed Jews which allows some flexibility with the traditions rules.

Perera’s mom chooses not to fast since she has to take medication and Brodsky’s mom and brother choose not to as well.

Perera said, “I know there are other families that fast and go through Passover, and it’s a forced thing, but my family is a bit more chill about it. We really respect each other if we do it but we understand if we don’t.”

Jews also participate in Passover to celebrate and remember the liberation from slavery in Egypt in the Bible’s Old Testament. During that week they don’t eat gluten and they keep kosher.

In Jewish culture, keeping kosher involves eating fish that don’t have fins and scales, land animals that do not chew their cud and have cleft hooves and most birds.

It also means not eating meat and dairy together, and only eating meat slaughtered in a particular way.

Perera and Brodsky also attend services at temple. Perera is currently going through confirmation and goes to temple every Sunday for classes.

“I’m a reformed Jew so it’s not set in stone. For the high holidays, Yom Kippur and Rosh Hashanah, I go to services with my family. It’s kind of like the whole ‘Christians only going to church on Easter and Christmas’ thing,” she said.

Jews also fast for Rosh Hashanah, the Jewish New Year. Some years the holidays fall on a school day which interferes with temple services. The fasting is usually from sundown all the way to sundown the next day.

While at a Jewish camp, Brodsky fasts for Yom HaShoah, a holiday to remember holocaust survivors and victims.

Brodsky said, “It’s more of a sad day, but a lot of people don’t really participate in it since it is not well known. It’s a really great reminder.”

Perera and Brodsky find being a Jew at Lafayette can be difficult because there is not a large Jewish population. However, Brodsky stays in touch with the people from her Jewish Summer camp.

Perera is proud to be culturally diverse in a setting such as Lafayette.

“Sometimes it’s sad to think there are not many Jews at Lafayette. I wish there were more people I could connect to culturally, but then again, sometimes I’m happy because it makes me different and stand out against everybody else,” Perera said.

16

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|SPORTS|

Springing forward

Spring sports teams prepare for successful seasons and to make playoff runs Kayla Carpenter | Sports Editor

T

he 2018 spring sports season kicked off Feb. 26.

After a week of long, rigorous tryouts, all the Lancer teams are now preparing for their meets, matches and games, which started this week.

Several teams are hoping to have a triumphant regular season and make a deep playoff run.

L

ast season girls lacrosse shocked everyone by defeating the reigning State Champions, Cor Jesu, in the State semifinals.

Although the girls lost in the championship game, they’re prepared to get revenge.

“We’re determined to return to the State Championship and leave with a win,” junior Katherine Goddin said.

Visit lancerfeed.press to read about how more teams are preparing for their seasons

T

he girls track team had 10 individuals qualify for the State Championship meet last season. Senior Marissa Gianino was one of those individuals, and she hopes to return.

“My individual goal for this season is to work hard and compete everyday in order to place at State,” Gianino said.

T

he boys volleyball team is defending State Champions, but Head Coach Doug Ell knows his Lancers will have to work hard to repeat the feat.

“It would be easy to be complacent with our past success, but this group is hoping to prove themselves. They know when their heart combines with their hard work, the sky’s the limit,” Ell said.

Photos by Jack Weaver and Marlo May

18

|SPORTS |

March 29, 2018

Fencing Frenzy

Cariello, Grossl say sport allows them to build confidence, release stress, meet new people Carson Luther | Reporter Fencing is a combination of physical ability, strategy and mental focus. In a way, the sport resembles a physical chess game. It is a competitive and individual sport, with a small community of athletes from all age groups.

There are three main types of fencing: épée, sabre and foil. All three correspond with the swords that are used and have different styles and techniques. Épée is the heaviest of the swords, and opponents can hit anywhere. In foil, competitiors can only hit the torso and not the head. In sabre, they can hit anywhere above the waist, including the head.

Karina Grossl, senior, started fencing when she was 12.

She initially started because when she saw it, she thought it would be a fun challenge to learn since she was completely new to the sport. After the initial struggle of learning, Grossl found interest in the sport.

“I found it fun to just stab people,” Grossl said.

Even with fencing being a less common sport, Karina still finds people to look up to and inspire her to keep growing.

“A person in the sport that I look up to is Miles Chamley-Watson. He is a silver medalist in the 2012 Olympics,” Karina said.

Chamley-Watson was also the Individual Foil World Champion in 2013.

Karina’s father, Norman Grossl, is impressed with Karina’s growth as an athlete and as a person during her time competing.

“She is very self-disciplined and has improved substantially. She has gained ratings and been offered a position on the Cleveland

State University Fencing Team this fall,” he said.

Norman said he is also proud of Karina for qualifying for Nationals and becoming seriously involved on the sport this past year.

Even with Karina’s accomplishments and improvements, a lot of the techniques she uses have been picked up from other fencers since she has not had a constant coach, Norman said.

Fencing has helped Karina to improve as a person.

“Fencing has taught me to have confidence in myself,” Karina said.

Like many athletes, Karina has faced obstacles in her fencing career. She has had to overcome an injury and find a way to drive her success forward to improve.

From her injury to her return, Karina switched coaches and had to restart.

“She had good rudimentary movements down, but she was definitely rusty with needing critiques in every form initially,” Adam Doss, Karina’s current coach, said.

One of the hardest things in fencing is how particular an athlete has to be. By just moving one inch, a fencer can strike their competition and win.

One of the issues Karina has with the arduous sport is scheduling it into her life since few tournaments are in the St. Louis area.

Most are held in Cleveland, Kansas City and Memphis.

Fencing requires a great amount of time and hours of hard work just to have the muscle memory to compete with correct form, Doss added.

Despite the time commitment, Karina still finds enjoyment in the sport.

“What keeps me fencing is that I just love it,”

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photo courtesy of Solana Cariello

Solana Cariello using the épée in a local elementary school to prepare for Nationals this summer.

Traditionally, fencers wear all white and are allowed to hit anywhere with this weapon. Cariello is working through the practices and memorizing the motions before her competition.

Karina said.

Doss enjoys the sport for several reasons.

He said the best part is being able to go all-out and know that the opponent will not get hurt as well as the confidence and discipline it teaches.

Although fencing is not a popular sport at LHS, it is becoming more prominent in other parts of the country.

“Outside of St. Louis,” Karina said, “the sport of fencing is growing a lot.”

There are currently three major fencing academies in the St. Louis area, not including personal training or coaches.

Another Lancer who competes in the arduous sport is freshman Solana Cariello.

“I started in fifth grade because I saw an introductory class in a pamphlet, and then I just joined the club,” Cariello said.

Cariello is currently fencing with Parkway Fencing Club, and she works at the local gyms.

Cariello has been inspired by the professional female fencers she has met, as they made her continue to improve.

Cariello constantly works hard, so she can go pro herself.

“I compete once a month, but I practice two times every week,” Cariello said. “I usually compete in local schools for small meets, but other times they can be in other fencing clubs or churches.”

Cariello attributes much of her personality and who she is today to fencing and the lessons the sport has taught her.

“Fencing has brought me out of my shell,” said Cariello. “Before fencing I was more introverted, but then I went to fencing and was able to make a lot of new friends.”

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19

CrossFit offers workout alternatives to sustain fitness Ty Prozorowski |News Editor Sam Gregory, junior, participates in CrossFit to stay in shape after suffering many concussions from football and wrestling.

CrossFit involves performance-based training. CrossFit’s website says, “CrossFit is constantly varied functional movements performed at high intensity. All CrossFit workouts are based on functional movements, and these movements reflect the best aspects of gymnastics, weightlifting, running, rowing and more.”

“Bodybuilders might look fit, but they can’t really do a lot. And then you have powerlifters, who are really strong, but they might not be able to run very far or jump or swim or do anything else. CrossFit trained individuals are more of a well-rounded athlete. They might not be the best at one thing, but they are going to be good at everything,” Chesterfield CrossFit Box Owner Justin McPherson said.

Gregory has been doing CrossFit for almost two years at the CrossFit Gym in Wildwood.

“I started doing CrossFit because I had a problem with contact sports, and I wanted to find a way to keep in shape,” Gregory said.

Gregory mostly does CrossFit for fun.

“I compete every once in a while. They have The Open every year, and I do that. It’s a way to personally train yourself and focus on something to do,” Gregory said.

When he’s training to compete, Gregory alters his workout regiment.

“The training I do will typically be more intense and more often, so I’ll go from maybe doing two workouts a day to four or five in order to make sure I’m in shape for competition,” Gregory said.

Gregory has coaches that help him plan his workouts to get ready for competition, and he also comes up with workouts on his own.

“Every day, there is one workout that is planned by coaches, and then the rest, I plan on my own just around whatever weaknesses I have

before the competition,” Gregory said.

Gregory does not find the process of devising workouts difficult.

“I actually find it a lot of fun.

There’s a lot of different movements within CrossFit, and it’s cool to pick the different movements. You know, maybe you have a strength here or a weakness here, so you can put them together and see how they collide and how it affects your training,” Gregory said.

Gregory modifies his diet before competitions as well.

“Leading up to competition dates, I’ll typically amp up on a lot of vegetables and a lot of chicken and fish and just make sure I am getting all my proper nutrients in,” he said.

This lifestyle change has improved Gregory’s health and confidence.

“I was a little more overweight.

I think the heaviest I got up to was about 230 pounds. A couple months after I joined CrossFit, I decided to start eating better. It changed the way that I looked at working out and made me actually want to do it. I think I dropped a good 30-40 pounds. I’ve been in the best shape of my life. It’s a big confidence booster,” Gregory said.

Although Gregory occasionally competes, most people who engage in CrossFit do not.

“Competitions are only about one percent.

There are only so many elite athletes out there.

99 percent of the people just want to be fit, and when they get older, they want to be able to play with their kids and do all the things that they can do now instead of being 60 and having all these problems,” McPherson said.

However, CrossFit Chesterfield assists many high school athletes.

“I would call CrossFit GPP, which is General Physical Preparedness. So, as far as baseball players, it is going to help you be more fit, but we’re not going to teach you how to throw a ball faster or hit a baseball.

We can do more sports specific training. We do a lot with hockey players, wrestling and stuff like that,” McPherson said.

Gregory observed the atmosphere of a CrossFit “box” as different than that of a typical gym.

“Every once and a while, I’ll go to a regular gym, say Gold’s or Lifetime, and I’ll just kind of get a feel for the people around there. Everyone keeps to themselves,” Gregory said.

Gregory appreciates the community-oriented environment of CrossFit. “You actually get to connect with people. You get to encourage them, and you get to be a part of their workout,” Gregory said.

This team dynamic drew Gregory toward CrossFit. “It was really cool joining the box I joined because it was really community based, so everybody there knew everybody. It wasn’t so much as in the sports that I played where you had to beat someone else in order to build yourself up. You can personally build yourself up, and you can also build up the people around you,” Gregory said.

The approach to working out is different in a traditional gym. “[People in other gyms] take a lot of rest in between their sets, and they usually stick to one

It wasn’t so much as in the sports that I played where you had to beat someone else in order to build yourself up. You can personally build yourself up, and you can build up the people around you. | Sam Gregory, 11 |

area of the body. They’ll train legs one day and then arms the next, whereas in CrossFit, they try to pair a bunch of different parts of your body together in one day so that you’re getting a total workout,” Gregory said.

It was slightly difficult for Gregory to adjust to doing these full body workouts.

“It was a little challenging at first. I think the first month that I did CrossFit, I would come home drenched in sweat just because I was so not used to it. I would be so exhausted everyday.

I would come home, and I would take a nap, and I would wake up, and I’d be like, ‘Wow, I’m kind of sore,’” Gregory said.

As he has continued with CrossFit, Gregory has grown stronger and more accustomed to soreness, so he isn’t as bothered by it as much.

Gregory enjoys doing Olympic-weightlifting movements, such as clean and jerks and snatches.

“I’d say my favorite movement is probably the ring muscle up. It is more of a gymnastics movement, but no matter how often you do it, every time you do it, you always feel good about yourself because it is a really complex movement,” Gregory said.

Those interested in CrossFit don’t have to be a certain caliber of fitness.

“Most our athletes are people who have never worked out before, or they were athletes back in high school, and now they are in their 40s or 50s, and they really want to compete again, and they want something to do to get in shape,” McPherson said.

Gregory advises those interested in doing CrossFit should do their research on each box in the area before they join.

“There are different types of boxes to check out. The best thing to do is look at all the boxes and see what kind of programs they are offering, how tight-knit their community is, who the coaches are and especially how close the box is to you. Mine is about five minutes away and it’s super easy. I can just jog on over there and go work out any time I want,” Gregory said.

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March 29, 2018 | Page 20

| E N C O R E |

from Kenya

from Mexico

Chinese has a very different structure than English. A lot of times I would say something in English with a Chinese structure and it would come out awkward.” | Elizabeth Ho, 11 |

E

nglish for Speakers of Other Languages (ESOL) is a class taught in high schools all over America. The main purpose of this class is to teach the basic components of the English Language to students who are non-native speakers.

Students in the class will usually cover reading, writing, grammar and comprehension.

According to the Rockwood School District’s website, Lafayettes ESOL programs focus on building, “A strong foundation and understanding of the basics of the English language, with an emphasis on skill development.”

It’s been said that English is one of the most frustrating languages to learn, considering the order of words and pronunciations in the English language differ drastically from other languages.

“As native speakers, we rarely stop to think how illogical many of the things we say really are – we’re just used to them. Unless you’ve been brought up speaking English, how can you possibly begin to learn all these oddities? It’s little wonder that people trying to learn English end up feeling confused,” according to the Oxford Royale Academy.

Our popular sayings or idioms such as “kicking the bucket,” “Buttering someone up,” or “by the skin of your teeth,” are confusing to non-native speakers when they’re translated into a literal sense.

“Usually it’s hard for kids to understand what their peers are talking about, spoken English isn’t usually used correctly, and high schoolers like to use a lot of slang words,” ESOL teacher Kathleen Palecek said.

from Venezuela

from China

I grew up learning Spanish and German. I started learning English at age 5 or 6.

The grammar has ‘rules’, but they break them every other sentence.” | Matthias Neumann, 10 |

Naomi Saegusa | Reporter

I started learning English five years ago. Grammar was the most difficult part — also trying to learn everything from zero. The translations are very different.” | Lucas Masoero-Barros, 11 |

English is also full of homophones, words that sound similar to one another but mean entirely different things.

The most commonly used homophones include they’re/there/their, to/two/too, your/ you’re, and by/buy/bye. To someone who didn’t grow up learning the rules of our language, it can easily get confusing.

Oxford Royale Academy says, “One of the hardest things about English is that although there are rules, there are lots of exceptions to those rules – so just when you think you’ve got to grips with a rule, something comes along to shatter what you thought you knew by contradicting it.”

Palecek, who works with students at Lafayette and Rockwood Valley Middle School, has been teaching in Rockwood for three years.

Before that, she taught both English as a foreign language in the Czech Republic and social studies at the St. Louis Public School for new refugees and immigrants.

“Students’ individual difficulties vary. When I have a student who comes from Vietnam, the way they are learning English and interpreting things is very different than a student from somewhere like Somalia,” she said.

When someone begins to study a foreign language, they’re using the knowledge of their own language to understand the new one.

A student whose first language is Spanish has more resources readily available when learning English considering the two languages have a lot of cognates, or words that sound like each other and mean the same things in both Spanish and English.

“A student coming from a country with an entirely different alphabet or a completely different way of writing will have difficulties that are different than a kid who is coming from a Spanish-speaking country,” Palecek said.

I was born in Kenya, and growing up I spoke Mai Mai. I began learning English very early and moved here when I was 2 years old. The hardest part for me was trying to copy the fluent English accent.” | Muna Haji, 9 |

A surprising thing to me was that I couldn’t understand elderly people. They run words together making it hard to understand.” | Lyubov Briginets, Art Teacher |

from France

Travis Bodell | Opinions Editor

I started learning English when I was 12 years old. The idioms were difficult for me, like “raining cats and dogs” or “break a leg.” | Emannuelle Tamaroff, French Teacher |

from China

from Germany

Learning English proves challenging due to structural, grammatical differences

from Russia

THE COMPLEXITY OF ENGLISH

I’ve lived in four different countries, but I was born in Venezuela. Learning English from a very young age, I never really thought it was hard.

It came easy to me.” | Alexis Sein-Schroeder, 11 |

Honestly it was just the vocab — knowing the words themselves. I learned most of the structure through talking to other people.” | Vito Lin, 11 |