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Twitter rampage: Students rant about frustrations with teachers.

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Cancer diagnosis makes an impact

School, community support basketball player recently diagnosed with Hodgkin’s Lymphoma

BY MALLORY THOMPSON From the beginning of this basketball season, junior Isaiah “Zay” Boldridge started noticing something a young, healthy athlete shouldn’t experience while playing: constant chest pain.

After several appointments, doctors gave Isaiah a CT scan. The next day at school, Isaiah got a call from his mom, Kalila Boldridge. Kalila pulled him out of school, saying there was something wrong.

“We went to the doctor, and he said there’s a mass in my chest, and he didn’t know what it was,” Isaiah said.

Many tests later, the mass compressed against Isaiah’s heart was identified as Hodgkin’s Lymphoma, a cancer of the lymphatic system, which is part of your immune system. Since then, Isaiah has also been diagnosed with Histoplasmosis, a fungal infection.

The news came as a shock to Isaiah.

“I kind of wasn’t taking it that well,” Isaiah said. “I was thinking to myself, ‘Yeah right, this is not real. This is not happening.’”

Isaiah’s friend and teammate junior Anthony Riley immediately felt the impact of the diagnosis.

“I was really depressed because [he’s] been my best friend since the third grade,” Riley said.

Isaiah’s main worries were the chemotherapy he may have to endure and the effects it may have on him.

“I was [thinking], ‘Am I ever going to play sports again? Will I ever be able to go to school again, will I have to be homeschooled or something? Will I ever be able to do my regular things like go out on a Saturday night and hang out with my friends? How sick am I going to be?’” Isaiah said.

As of now, doctors are trying to get rid of the fungus before attempting to tackle the cancer.

“If we cure the cancer first, my immune system will be open, and then the fungus will want to attack my immune system,” Isaiah said.

Treating the fungus means pills and a medical drink for Isaiah.

“Before I started taking the medication for the fungus, I felt really tired and not active, but [after] a couple weeks of taking it, I feel a little normal,” Isaiah said. “I don’t feel 100 percent like I [could] do a full practice of basketball.”

Despite improvements, Isaiah still experiences spontaneous chest pains and fatigue.

“When I wake up in the morning, sometimes I absolutely do not feel like I want to come to school, I kind of force myself to,” Isaiah said.

Observing basketball practices and going to school for full days are steps Isaiah has been taking to live the life he had before the cancer. However, some things still prevent him from resuming normal life.

“Just not being able to do anything like I used to, like hanging out with my friends on the weekend,” Isaiah said. “Sometimes not

Continued on page 2 Pushed onto the court, junior Isaiah Boldridge receives cheers from students at the LHS vs. Free State basketball game Dec. 14. Fans from both sides of the gym wore purple in honor of Boldridge. Photo by Gage Nelson

1901 Louisiana St., Lawrence, KS 66046

Vol. 123, Issue 6, Jan. 30, 2013

Isaiah: Student stays positive Continued from page 1

“Even though something is going on with me, they still make me feel accepted,” Isaiah said. being able to go to games because I have to go to the Along with the team, friends, family and even hospital or something strangers have shown confor an appointment.” cern for Isaiah. Tweets saying From the first sign “#PrayForZay” helped spread something was wrong, the word about Isaiah’s situathe boys basketball tion. Supporters designed T•Hodgkin’s lymphoma is most ofteam came together to shirts and wristbands and set ten diagnosed in people between help their teammate up a charitable bank account through his struggles. the ages of 15 and 35. for Isaiah and his family.

After finding out “It’s actually making •Males are slightly more likely to the diagnosis, “there a difference in my life that was not a dry eye in the everybody’s supporting [me], develop Hodgkin’s lymphoma. room,” head coach Mike and that they actually care Lewis said. “Everyone •In children and adolescents about what’s going on,” Isaiah was really sad for Zay said. “It’s amazing.” younger than 20 years, lymphoma and his family.”

The support has been is the third most common cancer The devastating influential in Isaiah’s healing news has brought the in children. process. team closer, said Riley.

“There’s some days when •The five-year relative survival It has also given the I feel down, and then I’ll see team a reality check.

‘Pray For Zay,’” Isaiah said. is 96 percent for Hodgkin lym“Something like “These people make me think phoma in adolescents ages 15 to this helps you to keep that I can get through this, everything in your life 19 years. and I am going to get through in perspective,” Lewis this. Nothing is impossible.”

•In men, death rates for Hodgkin said. “Our guys have The experience, which daily reminders [of] how lymphoma have been declining by is far from over, has already lucky they are to have taught Isaiah life lessons.

2.3 percent per year, on average, friends and families that “We kind of take life for since 1999. support them.” granted,” Isaiah said. “There While the team [have] been days when I generously pitched in haven’t lived like every day Sources: mayoclinic.com and lls.com and bought almost all like my last. Now that I realof Isaiah’s Christmas ized that some day, it possibly gifts, most importantly, they simply treat Isaiah as one could be my last day, I’m actually trying to live every of the guys. day like it’s my last.”

Hodgkin’s Lymphoma

Left: Sporting purple chest paint, fans in the student section show support for junior Isaiah “Zay” Boldridge.

Right: Running through the crowd, Boldridge is welcomed by fans at the boys basketball game against rival team Free State on Dec. 14. Photos by Gage Nelson

Correction

Danny Affalter is a 2002 Free State High School graduate. A story in the December issue of The Budget contained incorrect information.

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Jan. 30, 2013

School leaves lunchroom trashed

Students neglect need to pick up after themselves, leave janitors and security guards to clean up

BY K.C. MCLAUGHLIN The lunchroom has seen nearly 60 years of students passing through the lunch-lines and eating at tables, but the problem of students leaving behind trash and trays is a relatively new one to janitor Dean Alt. “I’ve been here for eight years, and it hasn’t been

this bad before,” Alt said.

It’s also an issue for security guards, who are responsible for making sure the school is safe and enforcing rules. That includes the rule displayed on TVs during every lunch block telling students to be responsible for their trash and trays.

“I think that high school teenagers should be responsible enough to put away their trash and trays,” security guard Armond Enclarde said.

“When they come into the cafeteria there is nothing on those tables. When they leave, there’s napkins and trays.”

But it is difficult to enforce the rules, Enclarde said.

“Students are sitting there, and they’re watching us,” Enclarde said. “And they’re waiting for us to be distracted by another student or to turn our backs to move around somewhere so that they can get up and walk away.”

Although perpetrators are difficult to catch, security guards do make some progress toward catching

Student handbook lunch rules: (From Lawrence High School 2012-2013 Student Handbook, pg. 35-36. The Student Handbook can be found in the front of your student planner).

1. Students may leave the campus during the lunch period provided they return to their classes on time.

students “As a team, we may catch between six and 10 [students per week],” Enclarde said.

Still, the problem hasn’t gotten any better. In fact, it is getting worse, according to Alt and Enclarde.

“I think at the beginning of the year, it was really good,” Enclarde said. “You know, students are not as eager to get in trouble. They’re kind of testing the waters and seeing what they can and cannot get away with.”

Students trash other areas of the school, too. Although signs state “Food and drinks in the cafeteria only,” students continue to eat around the school and they take food back to classrooms after lunch.

The issue with students taking food outside of the lunchroom is because of what they leave around the school, trash.

“Often times, if they would take their trash and throw it away and not leave it out around the school that wouldn’t be a problem at all, but until they’re responsible enough to do that we’ll pretty much run

2. Students not returning after lunch or those involved in illegal activities during lunch may have their open lunch privilege restricted or revoked.

3. Lunch and breakfast are to be eaten in the cafeteria. No food or drink other than water should be taken from the cafeteria.

After first lunch, the tables in the lunch room are already trashed, just the beginning of the messes usually made during lunch. “I think that high school teenagers should be responsible enough to put away their trash and trays,” security guard Armond Enclarde said. “When they come into the cafeteria there is nothing on those tables, when they leave there’s napkins and trays.”

Photo by Keyty Ashcraft them back into the cafeteria,” Enclarde said.

Eating in the park is also an issue for the school.

Both what the students take with them and what they leave them behind is a problem.

“They take [their lunch] out to the park,” Alt said. “[The janitors] find trays out there over the weekend — stacks of them.”

But they still believe they can make a difference.

“We’re doing small things to encourage it, but it’s going to take a broader approach,” Enclarde said.

4. You must clean up all food and trash at your table and return the lunch tray before leaving the lunchroom.

Failure to do so will result in disciplinary action. Everyone seated at a table is responsible for that table’s cleanliness.

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Sixth grader accelerated to LHS Middle schooler attends LHS for advanced classes

BY SHELBY STEICHEN As the bell rings to signal the end of class, students file into the halls and bustle through the traffic to get to their next classes. Caught in the crowd is sixth grader Aidan Pierce, with his brown puffy coat and wheeled backpack trailing behind him.

He is not here for a visit, nor is he a stranger to this building.

Pierce continues on his path and squeezes into the elevator with gifted education teacher Thomas Birt on his way to BC Calculus class.

Pierce is identified as gifted and comes to LHS from South Middle School to partake in higher level classes to help feed his hunger for knowledge.

“I think AP Biology [is my favorite class], but I like calculus too,” Pierce said. “[I like these classes] because I find it fun to do things at very advanced levels.”

Pierce’s ability to grasp complex and advanced subjects was first noticed when he was just 18 months, and this ability has only continued to grow.

“He began counting and working with numbers when he was just a small toddler,” Jacqueline Pierce, Aidan’s mother, said. “By the time he was in preschool, he was working on more complex math problems and would spend lots of time at the chalkboard at his Montessori preschool multiplying or dividing long strings of numbers. He thought it was great fun.”

His advanced placement in school began in kindergarten when he tested into algebra. From there, Pierce began taking sixth grade math in first grade and continued to advance from that point on.

“We balked a little at that since he was still so young,” Jacqueline Pierce said.

Currently, Pierce is enrolled in AP Calculus BC and AP Biology at LHS and enjoys the time he spends here.

“I like getting to interact with kids in other age groups,” Pierce said.

Birt believes that while being enrolled in these classes is obviously helping Pierce educationally, they also aid him socially.

“He can be elbows to elbows with other students looking at the same complex problem trying to solve it and not be alone in the process,” Birt said. “He gets to be in the company of his intellectual peers. And having relationships with people who understand things at a level that you understand is really impor-

The Budget | 4

tant for all of us.”

Although Pierce’s academic advances were strongly recommended, he continues to make progress and accelerate at this rate by choice.

“Each year, it has been his choice to continue and he does it because he really wants to keep learning,” Jacqueline Pierce said. “We wanted this to be something he does because he loves it, not because he was pushed to do it.”

Once Pierce attends his two classes at LHS, his day is far from over. He heads back to South where he takes the rest of his classes for the school day.

“I think that [my favorite class at South] would be P.E. because, quoting the P.E. teacher, ‘It’s the only class where you’re suppose to be having fun,’ ” Pierce said.

At South, Pierce is able to take normal classes with other sixth graders as well, but only by choice.

“Social studies and language arts are my tie-in classes, which keeps me together with kids my age,” Pierce said. “I could advance in both of those if I wanted to, but I want to have some time with other sixth graders.”

Outside of school, Pierce is just like any other kid. He enjoys playing sports, video games and using his creativity.

“Basically, I like to [design] plans for languages, buildings, planets, levels in a couple computer games, pretty much anything you can imagine I like to make plans for,” Pierce said.

As far as his future is concerned, there are still many questions up in the air, one of them being his graduation from high school. Since Pierce is only in sixth grade, he is unable to receive high school credit for the classes he has taken at LHS. And after this year, he will have maxed out of math classes offered

Listening to the teacher, sixth grader Aiden Pierce takes notes during his second hour AP Calculus BC class. Photo by Shelby Steichen at LHS. This dilemma, however, does not concern Birt.

“I don’t think he’s going to not get a high school diploma,” Birt said. “The diploma he gets will be a creative one that respects his individuality and will include a whole lot of college-level courses.”

Despite the questions and concerns, everyone wants what is in Pierce’s best interest, and the future looks promising for him.

“He’ll reach his early 20’s doing something really special, living in some really cool place,” Birt said.

“No matter where he goes, wonderful things are going to happen for him. I don’t think there’s any way we could mess up what a good, smart kid he is.”

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Jan. 30, 2013

#A little bird told me Students turn to Twitter to express problems with teachers

BY ABBY GILLAM Twitter was originally created to “connect people with the latest stories, opinions, ideas and news in a brief way.” This is the only reason English teacher Shannon Draper believes it should not be blocked from the school’s server.

“If there’s something that’s happening, let’s say, in a foreign country, you could read information coming out on Twitter before it was coming out in major news sources,” Draper said.

However, due to previous events such as students tweeting in her class, Draper believes blocking could be a possibility.

“I do think we are fighting a lot of battles at school related to [social media] usage,” Draper said. “And if other people think it’s a widespread problem, it might be something to explore.”

But administration doesn’t have the time to monitor social media sites, so they are only involved when they are approached or if they’re completely aware of the situation.

They stick to focusing on online-bullying versus prying through social media.

“Students are entitled to their First

Jan. 30, 2013

Amendment rights,” Principal Matt Brungardt said. “We get involved in social media, but only if it’s viewed as intimidating or bullying or if a student threatens a teacher, something like that.”

Last spring when Draper caught students tweeting in her class, she decided to investigate. She had a feeling she was being tweeted about and decided to Twitter search her name to double-check. Draper found out she was right.

“I talked to them and said, ‘You can’t do that,’” Draper said. “Then I thought, ‘That’s a good way to know what’s happening in your classroom, if students are doing that whether you know it or not.’”

One student who was caught tweeting about Draper was junior William Harnar.

Draper caught him last semester during her American Literature class.

“A couple days after I tweeted it, she immediately talked to me about it like right before school started, because I had that class first hour,” Harnar said.

Harnar had tweeted about not wanting to do an essay Draper had assigned and turned to Twitter to release some anger.

“I was kind of embarrassed because I don’t like talking down to teachers,” Harnar said. “But I thought it was still pretty funny.”

Draper also believes this is a good opportunity to get to know her students a little

better and be able to help her students do better in her classes.

“When I see that students have maybe tweeted, ‘Ha, ha, I didn’t read that book for Mrs. Draper’s class,’ or whatever, it’s a way for me to pull that student aside and say, ‘OK, if that’s seriously true, you’re not going to pass this class because we have a comprehensive final, so let’s talk about it,’” Draper said.

Now, Draper has warned her students, and it’s seen as more of a joke.

“Periodically I’ll look and it sort of became a joke last semester,” Draper said.

“I mentioned it to one of my American Lit classes, and they say, ‘Oh we’re going to tweet about you,’ so I went and read, and they said some funny things.”

Harnar believes lots of students tweet their problems with teachers and said that’s what made him want to send the tweet in the first place. But he also believes getting caught by a teacher can be prevented.

“Don’t put your teacher’s name in it [the tweet],” he said. “Keep things more to yourself. You don’t have to tell everyone all your complaints.”

Tweeting frustrations is becoming a common practice for students.

The Budget blurred a profanity on the

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The Budget | 5

Jewish traditions take center stage More than 50 students participated in production and performance of classic Broadway musical ‘Fiddler on the Roof’

BY ELLA MAGERL

Embracing each other, Tevye, played by senior Lucas Suchy, comforts his daughter Tzeitel, played by senior Kendra Leet. “Our cast did a great job of getting their lines and music memorized,” Dunn said.

“Once they got it memorized, they were free to work more on their movements on stage, their inflection, and interactions with other characters.”

Photo by Shelby Steichen Focusing on the music, senior Tommy Nissen plays his fiddle towards the beginning of the performance.

Nissen made an appereance as the Fiddler to begin and end the musical. Nissen played the part of the Fiddler, among other roles throughout the musical. Photo by Shelby

Steichen

6 | The Budget

Tradition is a concept often stressed at LHS, and in the musical “Fiddler on the Roof,” the characters struggle between keeping and changing traditions set in early 20th century Russia.

This story was chosen for this year’s school musical.

“We tried to look at what kind of talent and technical resources we had available, as well as what shows had been done recently at LHS and in the Lawrence area,” musical director and conductor Dwayne Dunn said. “We wanted a show that we could include a lot of people, that had parts to feature many students, and that we could cover the technical requirements and orchestration for the show.”

The musical marked the start of new traditions for the music and theater department.

“Both Henry [Elliott], the director and Dr. Dunn are new here, so they wanted to do a show that they were comfortable with and that they’ve done before,” junior Meredith Johnson said.

Johnson was the student director for the musical.

“I did a lot of the same things that a director does,” Johnson said. “When people weren’t on stage, I ran lines with them, and then sometimes I’d block a scene here and there or work a scene with people if they needed the help.”

The process started in early November, when auditions were held. The cast worked on the musical until last week when it was performed. “[For auditions], they gave us a song and they gave us a monologue,” senior Kendra Leet said.

Leet played the role of Tzeitel. Tzeitel is the daughter of Tevye, a poor Jewish peasant.

Senior Lucas Suchy had the part of Tevye.

“I was quite happy with that role, because it’s what I tried out for,” Suchy said. “This was my first time [performing in a play], and I had the main role.”

The story centers around Tevye. He is the father of five daughters and struggles with maintaining his family and Jewish religious traditions. His three oldest daughters, Tzeitel, Hodel and Chava, want to marry outside the traditional customs of Tevye’s faith. He has to cope with how to handle the situation with his daughters and with the edict of the Czar that evicts the Jews from their village.

“The show we are doing was the same as the Broadway original. The only changes we made were simplifying and shortening some of the dances, but otherwise it is the same show,” Dunn said. “We used a reduced orchestration that comes from the publisher, due to cost and space considerations, but the show is often done with this orchestration as it simulates the Klezmer ensembles of the Jewish communities in Russia.”

Suchy noted that learning the musical was slightly difficult due to the fact that the members of the cast “are not quite Jewish.” Since the Jewish faith and customs are strongly represented in the musical, non-Jewish cast members had to be able to adapt to take on their roles.

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Along with not being Jewish, the cast faced several other small challenges along the way.

“We had to keep memorizing lines over and over to make sure we got them perfect, and the music was kind of hard to get used to,” Leet said. “You had to memorize your lines along with the blocking of when you had to move around the stage and what to do, and that was kind of hard because you had to multitask.”

While performers were challenged with learning their roles, other problems arose from a director’s point of view. With a cast of 40-45 people it could be difficult to have everyone present for practices at the same time.

“Our students are very involved in school, in the community and in their churches and synagogues,” Dunn said. “They have jobs and responsibilities outside of school. Plus there was a lot of illness going around.

The cast did pretty well, but it was still frustrating to have someone missing when they were needed.”

Along with acting and singing, members of the cast had to learn dances for the performance.

“We tried to do a lot of the original choreography so that was a little harder,” Suchy said. “We had some bottle dancers, which was fun.”

The four members of the bottle dance had to be able to balance a bottle on their head while performing.

“Because we have almost no trained dancers, I think some of the dance sections were the most challenging for the cast,” Dunn said. “They worked with great gusto in learning the choreography and had to keep practicing right up until we opened.”

The show was performed on Jan. 24, 25 and 26.

“Since we only do a musical every other year, for many LHS students this was their final opportunity to do something like this,” Dunn said.

Not only are musicals a rare opportunity for students to be involved in, they also allow for a greater variety of people to work together compared to just a play or choir concert.

“I think musicals bring in a different crowd of people than just straight shows and I love getting to work with those kind of people too because it’s a whole different energy, and it’s a lot of fun,” Johnson said.

Being involved in a school production proved rewarding for members of the cast and crew.

“I like just getting closer to other people. I’ve made a lot of friends from it, and it’s something new to get involved in that I haven’t done at school before,” Leet said. “I just enjoy performing, so whenever I’m on stage it’s a fun time.”

Bonding with fellow students was a big part of being involved.

“The students who are part of this production create a short-term family, because we spend so much time together,” Dunn said. “We go through so many ups and downs together that it becomes a bonding experience for everyone involved. Once the show is over, this family will never be exactly together again, but everyone involved will share the experience and the memories of working with each other. It is a very strong bond.”

Jan. 30, 2013

Cat dissection proves valuable Huntsinger continues to provide unique learning experience for students to learn about organs, muscles through dissection Being obsessed with cats has become a major trend over recent months but for some anatomy students the obsession goes a little deeper, literally.

Jo Huntsinger’s anatomy classes get a closer look at these cats through dissection.

But cats weren’t always the focus of the classes’ attention.

“We used to be able to go up to the cadaver lab up at KU, and they actually had six cadavers,” Huntsinger said.

“They just opened up all the tanks and we were able to go through and look at the human body, which I know sounds grotesque and everything, but it’s just fascinating to see exactly what you look like inside.”

Once the anatomy classes started to grow, people began to notice.

“The med center found out we were doing that, and I think they had a stereotype of high school students, that they were gawking at dead bodies, but that was absolutely not even close to what was happening,” Huntsinger said.

Nevertheless, the cadaver lab was closed for visits, so the classes had to dissect something else.

“Then we were dissecting fetal pigs,” Huntsinger said.

But the pigs weren’t close enough to the human body to do much good.

“Fetal pigs haven’t been born yet, so they didn’t have really well-developed organs compared to anything else,” Huntsinger said.

Because the pigs weren’t ideal, Huntsinger talked to people at the University of Kansas and eventually was advised to switch to cats.

“[I went to] their cat lab and when I saw a cat, I thought, ‘Oh my gosh, we have to do cats,’ because they look so much like us,” Huntsinger said. “And I know that sounds crazy, but they really do when you open them up. [They] just have very similar organs and [muscles].”

Although some people are concerned with where the cats come from, Huntsinger assures her students that the process is humane.

“They don’t have these cat farms where they’re growing the cats for us.

They’re humane society cats that were going to be put down anyway,” Huntsinger said. “And they came from Wisconsin so nobody knows them. They’re anonymous cats.”

Even though they are “anonymous cats,” the process still bothers some.

“I’m kind of scared of cats, [and] this kind of makes it worse,” junior Jessica Lemus said.

Being scared is also part of the reason Lemus decided not to name her cat.

“I feel like it’d make it harder for me to dissect something I actually like,” Lemus said.

While Lemus has chosen not to get attached, juniors Abbey Berland and Haley Ryan are two of the many who named their cat. “[We named our cat] Albert Felinestein,” Berland said. “We thought it would be really smart because he’s really skinny and really skinny people don’t do exercise and are really smart.”

Although Berland named her cat, she isn’t necessarily attached. “[I’m] not really very [attached to ours], but the one next to us is really fat and I like that one,” Berland said.

But Berland appreciates the cats as

Armed with tools, anatomy students prepare to dissect their cats. The cats are all stored in plastic boxes in anatomy teacher Jo Huntsingers class. “I use a different system every year. This year I’m using duct tape and I color coded my classes,” Huntsinger said. Photo by Keyty Ashcraft unique learning opportunities.

“The guts [are the most interesting part] because they’re supposed to look a lot like ours, and I want to know what my guts look like, so that’s cool,” Berland said.

Berland does not appreciate the smell but said eventually “you kind of get used to it.”

Junior Lindsey Griffin also finds the smell disturbing.

“It wouldn’t be as gross if there wasn’t a smell,” Griffin said.

But for Lemus, the smell isn’t the worst part.

“The cutting [is the worst] because you can feel it breaking and everything, and that’s kind of [gross],” Lemus said.

Lemus and her partner senior Carly Davis take dissecting more seriously than most.

“We have this whole wardrobe we put on; we pull our hair back, and we have masks, gloves and full surgeon’s [scrubs],” Lemus said. “Her mom is a nurse at the hospital, so [Carly] brings it for us.”

Although dissecting cats has its struggles, it is a valuable learning experience for the students.

“It’s hard to explain to somebody how deep your skin is,” Huntsinger said.

“You just gotta get your hands in there and feel some of these textures and then it helps you understand anatomy a lot better.”

KU raises admission standards Bold = New

MATHMATICS

SOCIAL SCIENCE

NEW: 3 units required from the following: ● English ● Math ● Natural science ● Social science ● Fine arts ● Computer/information systems ● Foreign languages ● Personal finance ● Speech ● Debate ● Forensics ● Journalism ● Career and technical education

3 units required from the following:

3 units required Complete the following: ● One unit U.S. history ● At least one-half unit U.S. government

3 units required from the following, one of which must be chemistry or physics: ● Biology ● Advanced biology (second-year biology) ● Earth/space science ● Chemistry ● Physics ● Principles of technology ● Physical science

n d a rds

w Ne Jan. 30, 2013

ELECTIVES

4 units required One unit taken each year of high school.

One-half unit may be speech.

NATURAL SCIENCE

Admission S

ta

ENGLISH

2015 and Beyond

● Algebra I ● Geometry ● Algebra II ● Any course with Algebra II as a prerequisite ● AND meet the ACT/SAT college readiness math benchmark (21+ ACT/540+ SAT on math section) ● OR complete four units, with one unit taken in the graduating year. Three units selected from the following: ● Algebra I ● Geometry ● Algebra II ● Any course with Algebra II as a prerequisite The fourth unit may be prescribed by the school district and must be designed to prepare students for college.

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At least one-half unit from the following: ● World history ● World geography ● International relations ● Complete the three-unit requirement with courses from the following: ● Psychology ● Economics ● U.S. government (additional course) ● U.S. history (additional course) ● Current social issues ● Sociology ● Anthropology ● Race and ethnic group relations

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BY LILY ABROMEIT

English: 4 units required One unit taken each year of high school. One-half unit

Natural Science: 3 units required Complete three units from the following, one of which Biology Advanced biology (second-year biology) Earth/space science Chemistry Physics Principles of technology Physical science Mathematics: 3 units required Complete three units from the following:

Algebra I Geometry Algebra II Any course with Algebra II as a prerequisite AND meet the ACT/SAT college readiness math benchm OR complete four units, with one unit taken in the grad

Algebra I Geometry Algebra II Any course with Algebra II as a prerequisite The fourth unit may be prescribed by the school distric Social Science: 3 units required Complete the following:

One unit U.S. history At least one-half unit U.S. government At least one-half unit from the following: World history World geography International relations Complete the three-unit requirement with courses from Psychology Economics U.S. government (additional course) U.S. history (additional course) Current social issues Sociology Anthropology Race and ethnic group relations Electives: 3 units required Complete three units from the following: English Math Natural science Social science Fine arts Computer/information systems Foreign languages Personal finance

7 | The Budget

Hindered wrestlers persevere Lions find success on the mat despite injuries to leading returners

BY ASHLEY HOCKING

Special Olympians shoot hoops

Students participate in county-wide basketball clinic with the KU women’s basketball team

BY KEYTY ASHCRAFT Cheers and squeaking sneakers echoed throughout Allen Field House on Jan. 15.

Children and adults participating in the Special Olympics shot baskets and ran drills at this year’s KU Women’s clinic. Among these players were LHS students.

“They put on a clinic for Special Olympians, so I was invited to that,” senior Zach Wormsley said. “It was pretty fun. I got to scrimmage with some people with my capacity and stuff. It was pretty cool.”

Wormsley has been involved with the Special Olympics for years.

“I started out in Missouri [when] I was 5, so about 13 years,” Wormsley said.

Among the participants was freshman Kiera Snodgrass. Snodgrass has been an Olympian for several years, but this was her first time at the clinic.

“It’s good,” Snodgrass said. “My favorite part is shooting hoops; I made four.”

Sophomores Adam Graham and George Wedge are also Special Olympians. Both have been involved for over seven years. “[I play] track and field, basketball -- that’s the sport we’re doing now -- soccer, and softball,” Wedge said.

According to the Douglas County Special Olympics website, the program offers, “year round sports training, education and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities.”

Wormsley enjoys basketball when he plays with older Olympians.

“When I have to play the Kings, they have a 7’3” guy [and] I’m the youngest in Special Olympics on my on my basketball team. I play 25 to30 year olds,” Wormsley said.

Snodgrass loves playing baseball.

“Baseball [is my favorite],” Snodgrass said, “I love

10 | The Budget

baseball. I’m very good at it, I play first [base].”

The Special Olympics offers 21 different sports, with bowling, basketball and soccer being the most popular.

The Olympians enjoy competing and encourage more students to get involved.

“Anybody who has an IEP (Individualized Education Plan) can come out,” Wormsley said, “We need another point guard. I can’t just handle the ball the whole time.”

People of all ages can participate.

“The Special Olympics is very fun, and it’s just a good exercise for most people to do,” Graham said, “Even 45 and up can still do it.”

Wedge enjoys being a Special Olympian and plans to continue for a long time. “‘Because I’ve been doing it for so long, [I] just can’t stop,” Wedge said. “The oldest person in our group is 54, close to my dad’s age.”

Along with getting to compete in several sports, there are more perks to being a Special Olympian, including their recent event with the KU women’s team.

“We got to a table where the players got out and ready while we [were] exploring a tour of women’s locker rooms,” Snodgrass said, “After [that] we got autographs. I have the poster hanging up in my room.”

Wormsley also attends clinics sponsored by the KU men’s team, and they get the opportunity to attend all their games, play at halftime and sometimes, even tag along when they travel.

However, Wormsley also enjoys the women’s clinics.

“I thought it was really nice that they put it on for us,” Wormsley said, “I was excited to go that night, because I know a lot of the players from last year. [I’ve gone] five times, so I’ve seen different players.”

For Snodgrass, the Special Olympics is more than just an after school activity.

“I love the Special Olympics,” Snodgrass said. “It’s my favorite thing to do.”

Shooting hoops in Allen Fieldhouse (above), freshman Kiera Snodgrass was a participant in the Special Olympics. “[The players] played basketball. They helped me out with shooting. I learned about shooting hoops and exercised my legs Photo By Ashley Hocking Practicing a layup (top), freshman Cheyenne Graham shows off her basketball skills for the KU women basketball team. Along with stations, the special olympians also took a tour of Allen Fieldhouse and received autographs from the KU women’s team. Photo by Abby Gillam

Page Design by Ashley Hocking

The LHS wrestling team is stepping onto the mat with a smaller lineup than originally intended.

During the first tournament of the season on Dec. 1 at Leavenworth, noteworthy team member senior Hunter Haralson was taken off the mat. He sustained a medial collateral injury during a match, tearing ligaments from bone.

During the heat of the moment, Haralson pushed through the pain in his elbow, finished his match and won.

“My ligament got torn from both my bones, radius and humerus,” Haralson said. “One guy pulled my arm, and I was pulling the other way.

It kind of just tore.”

This knocked the team down a peg. Haralson, who has wrestled the past 12 years on wrestling clubs and school teams, was known for dominating the competition.

He entered the season ranked No. 1 for the 132-pound class after winning the state title in 2012.

“I have a notable injury, so I won’t be able to wrestle for the rest of the season,” Haralson said.

“I don’t like it at all. I want to be able to wrestle with all my friends and I can’t.”

Although the team was hurt by the loss of such a prominent wrestler, the team perseveres.

“Right now, we can only focus [on] one week at a time,” wrestling coach Patrick Naughton said. “It looks good, but we are still a ways off from where we need to be as a team.”

Soon after Haralson was injured, several other wrestlers followed suit and sustained injuries of their own. By the time January rolled around, the wrestling team had been cut in half due to injuries and illnesses.

“We have had our share of injuries during the first part of the season,” Naughton said. “[But] the team has really come together in recent weeks.”

Junior Xavier Kenney, a wrestler throughout his high school career, is optimistic about how the rest of the season will play out.

“Hunter [Haralson] was a major part of the team. He’s really good, a leader, and a senior,” Kenney said. “So I think it hurt us, but we have a couple other seniors that will help too.”

Last year, Kenney faced a similar dilemma to Haralson’s. Kenney broke his right elbow early in the season and was out of commission for the rest of the 2011-2012 season.

“I just really wanted to get back on the mat,” Kenney said.

Despite having a significantly smaller team, the lions are showing signs of ending the season on a good note.

Online: Pictures of wrestling meet Saturday, Jan. 26.

Jan. 30, 2013

Athlete juggles two sports Junior Hailey Belcher struggles to balance cheer and basketball

BY KENDRA SCHWARTZ Dashing from the gym doors, junior Hailey Belcher runs to change out of her baggy basketball shorts to don fitted cheer workout gear.

Catching the final leg of cheerleading practice, Belcher jumps from the court to a peppy routine with her fellow cheerleaders.

Belcher began this balancing act last year, when she first transitioned from cheer in the fall to basketball in the winter. Unlike other sports, the cheerleading season is year long, continuing through the winter sports’ season.

Basketball coach Nick Wood and cheerleading coach Shannon Biggerstaff attempt to work in tangent to allow Belcher to participate in both sports.

“We kind of have it down that she will go to all of basketball and then come here when she has time at the end of her practice,” Biggerstaff said.

The greatest conflict this causes for the cheer team is in its stunt groups. During basketball season, Belcher is no longer a back spot.

Although she still works with the same stunt group, Belcher has a new teammate, senior Audie Monroe, as the back.

In cheerleading, the backs are the supporting force for the stunt group from behind. They call the shots, deciding when other members go up and what the group should perform. While

Jan. 30, 2013

stunting, they hold the flyer’s ankles to secure times because that’s when the teams get closer the stunt. together, but I make it work.”

“We switched someone else in to have her In the upcoming cheerleading competition back,” Biggerstaff said. “It’s sometimes harder on on Feb. 2, Belcher will not be able to participate, the girls to not be able to do as many pyramids having not learned the routine. Additionally, and things.”

Belcher did not get to cheer during halftime for Despite this disruption in the cheer lineup, a girls’ basketball game Jan. 18 because she was many fellow cheerleaders are sympathetic to playing.

Belcher’s situation.

However, Belcher and many of her team“She’s very useful mates try to view the situation in a in cheer, so somepositive light. Fellow basketball player, “She’s very useful in times it’s harder for senior Anna Wright is impressed by cheer, so sometimes it’s stunt groups without Belcher’s ability to balance these two harder for stunt groups her,” sophomore time-consuming sports. without her, but I’m glad Emily Easum said.

“She gets the best of both worlds she can balance both of “But I’m glad she can pretty much by doing cheer and basketthem because she’s a balance both of them ball,” Wright said. great basketball player because she’s a great The support of her teammates and too.” basketball player, coaches inevitably allow for Belcher’s —sophomore Emily Easum success in her double life. too.”

The most try“I feel like I need to make sure I’m ing challenge for dedicated to my teams and know I’m Belcher is missing some of the benefits of cheer. still going to be there even though I’m doing Although she gets to participate in every basboth sports,” Belcher said. “So it’s kind of like ketball game and at least the end of most cheer proving that I can do both and be able to balance practices, what Belcher often misses is team both of them.” bonding time. “[I’ve missed] some of those little activities Posing in her basketball and cheer attire, that aren’t mandatory,” Belcher said. “If I have junior Hailey Belcher shows how possible it really is to balthe other sport to do then I’ll go to one and have to miss the other. It does kind of suck someance multiple activities at once. Photo by Abby Gillam

Page Design By Kendra Schwartz

11 | The Budget

Basketball team exceeds outlook Young, small team overcomes difficulties, maintaining winning record despite predictions of a tough season

BY TRAE GREEN When the Lawrence High boys basketball team went to tryouts in late November, two veteran starters from last year’s team were absent and weren’t showing up any time soon.

With last year’s starting point guard and center choosing to focus on baseball this winter, this year’s group knew it would be at a disadvantage to most teams it would be up against.

Head coach Mike Lewis thought the team would struggle early on due to a young and inexperienced rotation.

“We went into it really thinking that the first month, maybe even into January would be a learning curve for everyone, but with our success and our close games, what we have learned about our team is we can really dig in and stick together and make some good things happen,” Lewis said.

Seniors Jake Mosiman, Austin Abbott and Drake Hofer, sophomore Anthony Bonner, and freshman Justin Roberts round out the starting five most nights with Mosiman being the only one who consistently saw playing time at the varsity level last season.

Even with a young and undersized rotation, the Lions have fought to a (8-4) record thus far and on Jan. 11 defeated Olathe South, ranked second in class 6A. When asked who had made the smoothest transition to varsity this year, Mosiman didn’t take long to answer.

“Justin [Roberts],” Mosiman said.

“He breaks down defenses. He is so quick and can get to the rim easily.

When Justin and Anthony [Bonner] start driving the lanes, the defenders have to drop down to stop them, and they are able to kick it out to me and I have an open shot.”

When Roberts got to LHS, he had hardly imagined starting as a freshman, let alone being a large part of the team’s success this season.

“I didn’t know what I was getting into when I first got here because I was a freshman and I didn’t know what was going on around here,” Roberts said. “So I was surprised at first, but I’m just glad I could be a part of it,” With the season far from over, the team has yet to reach its full potential.

“We are far from our full potential,” Mosiman said. “We could be pretty good. On defense we could play a lot better, and offensively, if we all start clicking at the same time it could be pretty hard

Making a pass, freshman Justin Roberts gets playing time in the Free State v. LHS game on Dec. 14.

Photo by Gage Nelson to beat us.”

Lewis also believes the team will continue to improve.

“I’m a firm believer you want to play your best basketball in February so we can make it to the state tournament and make a run, so I hope we are on a steady climb,” he said.

Lifted up by fans, senior Jake Mosiman celebrates the team’s win against Free State. Mosiman was one of the three players that scored for LHS that night. Mosiman hit 11 three-pointers, sinking six in the first half alone.

Mosiman attributes his shooting success to the opportunities created by his teammtes, “Once they start driving the lanes, the defenders have to drop down to stop them and they are able to kick out to me and I have an open shot,” he said. Photo by Thomas Peterson

The Budget | 12

Page Design by Mallory Thompson

Jan. 30, 2013

Weather delays students’ finals Every day 2% When did you study for finals over break?

Week before 20%

Never 40%

Due to incliment weather on last day of finals, students enjoyed a snow day and took postponed exams upon return

The day before 38% How did you respond to the announcement of the snow day?

Positive 38%

Negative 34%

Neutral 28% How do you think you did taking finals after break rather than before?

Better 10%

Worse 42% No impact 48%

Graphic By Forest Lassman Jan. 30, 2013

BY MATT ROE After the first day of finals, students were winding down and preparing for their second set of tests.

When the storm hit and school was cancelled due to snow, finals were delayed and set to be retaken when students returned from break in January, two weeks later.

Some teachers changed the way they graded their finals, while others cancelled them completely.

Science teacher Jo Huntsinger decided to only count her finals if the grade helped the student.

“I thought it was the fairest thing to do, to only count it if helped their grade, so I went through every student’s grade and made sure that happened,” Huntsinger said.

Science teacher Bill Kelly tested his classes equally, without any change in how he graded the finals.

Students were affected by the two week break between finals.

“The finals before break definitely felt easier than the ones I took after break,” junior Taylor Edmonds said.

Many students’ scores reflected this feeling according to Huntsinger and science teacher Lisa Ball.

“I haven’t really done the math, but for me, just looking at the grades, they were probably better before the break than they were after the break,” Huntsinger said.

Although it is a rare occurrence, Huntsinger has witnessed this before.

“Our semester used to end at the end of January, which I know sounds crazy, and so I think one time we had a snow day during finals, but we just came the next day then and took them, so it wasn’t as big of an issue as it was this time,” Huntsinger said.

141 students were polled on the effects that taking finals on the first day of second semester had upon them, as opposed to taking them when they were previously scheduled.

Page Design by Ashley Hocking

13 | The Budget

the

OPINION

Staff: Keyty Ashcraft-Galve Brooke Braman Trae Green Ashley Hocking (Managing Editor) Forrest Lassman Felicia Miller Vail Moshiri Gage Nelson Harley Phelps Nathaniel Reynolds Grace Rinke Matt Roe Peter Romano Kendra Schwartz (Assistant Online Editor) Zach Spears Nick Steichen Shelby Steichen Morgan Wildeman Advertising: Isaiah Bell Ashley Castillo Business manager: Pat Treff Adviser: Barbara Tholen 14 | The Budget

BY VAIL MOSHIRI Lettermen are the elite competitors at school. Their commitment to teamwork, dedication and hard work is what earns them that red letter on their jacket.

But at LHS, many students who excel in their co-curricular activities aren’t recognized that way. Currently, students can letter in sports, music and speech classes. That leaves out visual arts, journalism, media courses, academics and other areas where students do work just as impressive as what you might see on a football field. The opportunities to letter should be expanded.

“My thought on lettering is that it should be obtainable for all, but not just giving it away,” wrestling coach Pat Naughton said. “A letter should be earned.”

With requirements like this, it seems plausible for the policy to be changed to include activities like journalism or art classes outside of the normal Kansas State High School Activities Association’s programs.

Already, non-sport letters are earned with high standards. In debate, only the top 50 percent of students usually letter. Forensics averages one out of four students who letter.

Photo teacher Angelia Perkins said she would like to see the policy

include the visual arts and would fight for that to happen. After talking to The Budget about the possibility of visual arts students lettering, she began looking at options. She is currently talking to staff at the district office for a lettering program to be implemented similar to the programs in other schools.

“I think that it is an outward visual of a major accomplishment and acknowledgement of someone’s hard work and dedication,” Perkins said of what it means to letter.

Debate and forensics have the National Forensics League that goes hand in hand with lettering. Quill and Scroll is the honor society for high school journalism students.

Journalism teacher Barbara Tholen is currently looking into getting a chapter of Quill and Scroll started along with a letterman possibility if students show enough interest.

“Students need to tell the teachers and advisers that, ‘This would be really special to us if we could letter in these activities,’ and then maybe it’s just a matter of that we need to work with [students] to see if we could make that happen,” Tholen said. “I’ve heard a couple of people ask me about it, and if [lettering] really is that important then it’s one of those things that we should pursue.”

If students want to see a change in the current policy, it is up to them to help make it happen.

Graphic by Felicia Miller

role should the school take in What’s on your mind? What addressing students who skip class and go

BY FELICIA MILLER

‘‘

to the park to engage in illegal behavior?

I don’t know if they can do a whole lot, unless they put like security guards around the school everywhere.

Josh Daniels Junior

‘‘

Editorial Board: Mallory Thompson, Sports Yu Kyung Lee, Features Lily Abromeit, News Ella Magerl, Design Abby Gillam, Photo Mara McAllister, Online

Students involved in co-curricular activities push for letterman jackets

‘‘

They can’t take any action, since it’s off school property. The closest thing they could do is calling the police, or reporting them to the police.

‘‘

Issue Editor-in-Chief: Ella Magerl

Students deserve recognition

‘‘

Caleb Cooke Sophomore

Page Design By Kendra Schwartz

If you’re caught skipping class you should get in trouble. There should be a worse punishment, like affecting your grades.

Riley Hicks

‘‘

The Budget is published every three weeks and distributed free of charge to students and faculty at Lawrence High School, 1901 Louisiana, Lawrence, Kan. 66046-2999.

The Budget is produced by students in the Digital Journalism and Digital Design and Production courses with occasional contributions from 21st Century Journalism and guest columnists. The newspaper’s goals are to inform, entertain and present a forum of expression for students, faculty, administrators and community members. The newspaper is financed through advertising and staff fundraising.

The editorial staff is solely responsible for the content of this newspaper, and views expressed in The Budget do not necessarily reflect those of the administration of Lawrence High School or USD 497.

‘‘

I don’t know... I don’t think they can stop them, but they can try.

‘‘

Budget

Taylor Edwards Senior

Senior

Jan. 30, 2013

OPINION

Resolve to make next year better Doing better in school 26.9% Relationships 19.2%

Managing time 25%

Fitness/Health 40.4%

Attitude towards others 24% 104 students were asked what their New Year’s resolutions are for 2013.

Graphic by Nick Steichen

Nation must address Appreciate every day Guest columnist says tragedy reminds us deadly gun violence to ‘be a better person’ in our short lives Stricter gun control, better mental health care needed in order to lower gun-related deaths

BY MARA MCALLISTER The disturbing elementary school shooting that killed 26 in Newtown, Conn., on Dec. 14 has led to cries for stricter gun control.

Celebrities like Beyoncé rallied for stricter gun control laws in “Demand a Plan,” a video public service announcement, and President Obama shed tears while speaking to reporters about the Newtown tragedy. Despite the public outcry and celebrity backing, it seems unlikely gun control laws will be changed.

Indeed, mass shootings are commonplace in the United States and have been for quite some time. Since 1982, at least 61 deadly shootings have been documented in the United States. Of those documented shootings, over three-fourths of the guns used were obtained legally by the shooters.

Gun control is obviously an important component to solving gun-related violence. Restricting who can legally obtain firearms will inevitably reduce shootings, but it will not eliminate them.

Jan. 30, 2013

The missing piece of the equation may be mental health. The National Institute for Mental Health estimates that 57.7 million adult Americans suffer from a diagnosable mental illness. Of the 61 deadly shootings in the United States documented nearly 80 percent of the shooters suffered from at least one mental illness.

The question still remains: if their mental illness was properly treated and dealt with, would those violent shootings have occurred?

The bigger issue perhaps is how we treat the mentally ill and help them become successful members of society. It is a conversation our country needs to have. The National Institute of Mental Health estimate that only 58.7 percent of adults with a serious mental illness receive treatment.

This means almost half of the mentally ill adults are not receiving the treatment they need.

If more resources are made available for the mentally ill and stricter gun control laws are implemented, our country has a real chance at curbing gun violence.

BY MACKENZIE OWENS She woke up for school a little later than she should have. But she smiled, realizing Christmas was only a few weeks away. She thought of the new bike she wanted- but then heard her mother yelling up the stairs to hurry and get ready for school. Her mother said she was going to make her late for work again.

Mary quickly put on her Dora shirt and some polka dot pants and ran downstairs. When she got downstairs her mom gave her a quizzical look, she knew Mary got too excited around the holiday season and would often forget to make her bed. But Mary’s mom would have to punish her later because she needed to drop Mary off at Sandy Hook Elementary School before racing to work.

Mary got in the car, the ride was silent. She knew her mom was angry again for not making her bed and for being indecisive picking out her outfit. But she knew mom would be fine by dinner. She would be in a good mood and forget that she was ever mad at Mary this morning.

So Mary got out of the car and said bye to her mom. Her mom drove away with a short “goodbye”.

That was Mary’s last goodbye.

This isn’t a real story, but it could have been.

What if this story was just like one of the mornings of

Page Design By Kendra Schwartz

the victims of the Newton school shooting?

After the Sandy Hook Elementary School shooting, I watched the horrid news and sat in shock. I kept refreshing my newsfeed to see the information.

Immediately after seeing photos of parents picking up their kids from the fire station that they all ran to in horror, I wanted to give my mom and dad a call and say I love them.

But then that got me thinking, why only after that tragedy should we be reminded to always tell the ones we love that we love them and that we are sorry? Why then do we realize that life is precious and don’t take a moment for granted? Why can’t we remember that always?

So right after I turned my tv off, I made a promise to myself. I want to start working on being a better person. I want to say sorry without a pause to people that deserve to hear that from me. I want to say I love you to everyone I truly care about, and say it often.

And I want to watch what I say to people to make sure my words are not hurtful. I want to laugh, and laugh often. I want to smile, and keep the smile on my face. And I want to face life with a positive attitude.

So here’s my challenge to you: be nice. Don’t leave anything unsaid. Say I love you. Say sorry. And be a better person. Always. Because life is too short to have regret.

15 | The Budget

LILY ABROMEIT

MADISON EASUM

Question: If there was a movie

Question: Who was and

made about you, who would you want to play you and why?

Answer: “Taylor Swift, because she is my idol and I aspire to be her, and also because of our uncanny resemblance.”

describe your first crush?

Answer: “It was in kindergarten and his name was Cody. We had our whole wedding planned out, until summer came around.

Then we lost our connection, and first grade was awkward.”

KHARON BROWN

Question: Why do you

TOM FOSTER

categorize yourself as the “rawest player in the game?”

Answer: “If you don’t think you’re the best, then you don’t deserve to be on the field.”

Question: What is your biggest pet peeve?

Answer: “Someone else flushing my poop for me. I have to do it myself.”

EMILY MCENTIRE EMMA KELLY

Question: If you were a crayon what color would you be and why?

Answer: “Orange or mac ‘n cheese, because it’s my favorite color and mac ‘n cheese is amazing.”

Compiled by Harley Phelps

Welcoming Winter Court

Candidate’s give glimpse in to their personalities

FOREST LASSMAN

Question: If a turtle loses it’s shell, is it considered homeless or naked? How do you know?

Answer: “Let’s say it’s a young turtle. Then you know it would feel kind of alone and wouldn’t know what to do. Did its evil brother steal it? So I would say both.”

DRAKE HOFER

DALEN REED

KELLY SONG

BRAY KELLEY

Question: Is your

Question: Name three things you

Question:

Question:

Question: When

obsession with cats real? Why are you so obsessed?

Answer: “Yes, my obsession is very real. My cat, Simba, has been my best friend for 14 years.”

would need if you were stranded on a desert island and why.

Answer: “My cell phone because I can’t live without it, my iPod because I listen to music all the time and fruit snacks because they are the best snacks.”

Describe yourself in five words.

Describe your sleeping position.

Answer: “In bed or on the couch, I sleep on my left side. And in class, my head bobbles.”

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16 | The Budget

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Answer: “Perfect, manmade, natural, phallic, and bloated.”

you erase a word with a pencil, where does it go?

Answer: “It goes into a mystical land with all the other misfit words.”

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Why? Answer: “I parallel park because I’ve got mad driving skills.”

CAROLINE GISH

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Jan. 30, 2013