LHS Budget Issue 5

Concentrating on her target, junior Kennedy Dold practices archery in her spare time.

For more information, see Page 6.

the budget Lawrence High School Est. 1897

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Mascot unprotected by trademark

School mascot is used by local businesses, but Lawrence High isn’t guaranteed portion of profits

By Zia Kelly Sometimes Chesty Lion has a football tucked under his arm. Sometimes he sports formal white gloves. Sometimes he’s next to the words “Lawrence High.” But two letters never appear next to him: ™.

And that is raising questions about if LHS should attempt to protect the mascot that has been in wide use since 1946 when former LHS student Paul Coker Jr. designed the lion.

Sixty-seven years later, the Chesty Lion remains the most commonly associated image with the school, so naturally it is used on almost all LHS

merchandise. However, the Chesty Lion trademark has not been formally registered, and the school makes no attempt to protect the mark. This has left a window for outside businesses to profit on the logo.

“It probably hasn’t been significant enough in the past,” said Paul Vander Tuig, director of licensing at the University of Kansas. “But once you start to see it in the Walmarts and the Hy-Vees and the Dillons, my sense is that the trademark owners are probably leaving money on the table by not getting out there.”

Status quo Lions Pride is the school’s main booster club and

1901 Louisiana St., Lawrence, KS 66046

primary supplier of school merchandise sold at most home sporting events and in the student-run shop, the Lions Den. With this affiliated body using the Chesty symbol, all proceeds go directly to the school.

But the Lions’ Pride and other school booster groups aren’t the only entities that use and profit from the Chesty Lion trademark. Anyone who shops at Target, Walmart, Hy-Vee or Dillons may have noticed the racks of Lawrence and Free State high T-shirts grouped with other sports teams’ gear.

“It is very lucrative business,” said Mike Gowing, general merchandise manager of the Lawrence 23rd

Adorning the shirt of senior Lindsay Kelly, Chesty’s presence stands out at games. Because the mascot isn’t trademarked, LHS doesn’t always benefit from its use. Photo illustration by Joseph Anderson Street Hy-Vee branch.

The Chesty Lion and Freddy Firebird mascots are in the public domain. Neither high school demands compensation from the sales.

“We recently began carrying Free State merchandise, but we have been carrying Lawrence High for years,” Gowing said.

Continued on Page 2

Vol. 124, Issue 5, DEC. 11, 2013

news

DEC. 11,2013

the

Budget Letter from the editors-in-chief

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.

Co-Editors-in-Chief Kendra Schwartz and Ashley Hocking lhsbudget.com Zach Spears (Online Manager) Staff Charles Backus Roscoe Bradt Brooke Braman Courtney Cooper Joaquin Dorado Michaela Durner Brandon Ellis Ryan Hutchins Zia Kelly Gage Nelson Vail Moshiri (Social Media Manager) Harley Phelps (Opinion Editor) Kendall Pritchard Alexis Riner Matt Roe Peter Romano (Copy Editor) Nia Rutledge Genevieve Voigt Advertising designer Nico Palacio Adviser Barbara Tholen Business manager Pat Treff

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Dear Readers, It’s no secret that the holidays are the perfect time to give back. Although we touched on this topic in the last issue of “The Budget,” we’d like to discuss what it really means to give back.

Increasingly, members of our society fail to remember that the holiday season is about appreciating what we have, and not just what we have the potential to gain. What we should truly keep in mind is what we have to give.

In the article “Students overcome economic obstacles,” students are encouraged to bring holiday cheer to less fortunate families through the Adopt-A-Family program.

According to the Kansas State Department of Education, 40.68 percent of LHS students are “economically disadvantaged.” However, our second hour classes annually contribute more than any other school or business in Douglas County for Adopt-A-Family.

Although here at LHS we do our part to keep the spirit of the holiday season, elsewhere, capitalism has taken over Thanksgiving, Christmas and a number of other holidays.

This year, Black Friday started at an earlier time and cut into some families’ Thanksgiving feasts. In the past, although held at insanely early times, Black Friday shopping only took place the day after Thanksgiving. However,

this year department stores opened their doors and took employees and shoppers away from their families for commercial pursuits as early as 8 p.m.

After being seated around a table discussing what we’re thankful for, a few hours later we seek more material items. Oddly enough, often what we claim we’re grateful for at the table are the things that money cannot buy.

As illustrated in “Students ‘drift’ away from safety,” to some, video games seem to be valued by our own generation more than spending time with loved ones. Video games like “Battlefield 4” and “Call of Duty: Ghosts” made shoppers rush to the store a few weeks ago. Although these games came out prior to the holiday season, the best deals on items are strategically discounted in the gift-giving season.

Ironically, when families do stay together for Black Friday shopping,

Trademark: Several options for trademarking Continued from Page 1 Lawrence High has not, until recently, recognized consequences that came with having a mascot unprotected by law. The LHS mascot has been within the realm of fair use since its adoption. This is not an uncommon occurrence, most high schools don’t get their mascots trademarked.

As is, it is easy for others to use and legally manipulate Chesty however they please. A major component to a trademark claim is the power to maintain the consistent image of the symbol.

“If Chesty the Lion’s image were to be registered, it would ensure a uniform and consistent presentation of our school logo,” said Pat Treff, a Lions Pride volunteer. “The school would also protect its logo so that it was presented in a clean and tasteful manner that represents our school in a positive way.”

Protecting Chesty Lawrence High still holds some level of rights to the trademark. Vander Tuig said it would not be much of a stretch to register Chesty for legal protection.

“Even though you don’t have the Chesty Lion registered at the state or at the federal level, you do have common law rights,” Vander Tuig said.

Merchandise licensing and profits are handled by manufacturers and then purchased by retailers to be sold for a profit. This makes it the responsibility of producers to negotiate use fees.

At the collegiate level, the standard royalty given to owner schools is 10 percent of profits. This amount is paid solely by the manufacturer, but affects the retail value of merchandise in stores.

While a fluctuation in price may be a burden for retailers, Vander Tuig suggests local franchises would be supportive of LHS if they decided to register Chesty.

“Are companies going to balk to the point that [they won’t print LHS merchandise] if they [LHS] wants 10 percent? Companies aren’t going to do that,” Vander Tuig said. “I think that companies would be happy to pay it. In fact, I would almost say that the companies have already built in a royalty. But because the high school hasn’t asked them to pay it, they just have a greater margin on their product.”

The Clinton Parkway Hy-Vee has empirically expressed its support toward Lawrence High and

wouldn’t object to the request of royalties for trademark use.

“We donate a lot during the year to LHS, and the Sixth Street store donates to FSHS,” Gowing said.

“We are big supporters of education in our Lawrence community and would not be against running promotions where a certain amount of sales are donated to the high school in addition to all of our other donations to LHS.” The process for LHS to protect the Chesty trademark would depend on the type of trademark licence that would be issued. There are three levels of trademark protection: common law, federal and statelevel protection.

Currently, Lawrence High holds common law rights for Chesty. This means that it is entitled to reproduce and distribute the trademark, but does not have the right to pursue legal action against an outside entity that does so as well.

The second type is state protection, which is managed by the state attorney general. This would be the likely choice if Lawrence High was to register Chesty Lion. A state licence requires a $40 fee that protects the trademark for five years. The licence is legal verification that any non-LHS entity wanting to use the symbol must get permission, pay royalties and have final print approval from the school.

“I think it almost always makes sense to protect the brand that represents you,” Vander Tuig said.

“The one wildcard with this is, somebody drew that for you.”

Moving Forward Lawrence High took its mascot from the work of Coker, who went on to become a cartoonist. The Chesty Lion is legally the property of Coker, who has not approached LHS about it since. He went on to create another well-recognized character, Frosty the Snowman.

Vander Tuig recognizes LHS’s trademarking circumstance as unique for this reason.

“Before you get too heavy handed with someone, you will want to see if you can reach out to the artist and find out if there would be any issue with you guys doing that,” Vander Tuig said.

While many businesses would be open to allowing a royalty for the school, Vander Tuig pointed out an-

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the idea of Santa Claus giving gifts is completely shattered. Even the concept of the surprise gifts on Christmas morning is diminished by kids picking out their own toys late on Thanksgiving night or early morning on Black Friday.

Not only does Black Friday ruin family time, but it has led to the deaths and injuries of almost 80 people.

BlackFridayDeathCount.com keeps toll of the deaths and injuries sustained each year. That’s an easy way to ruin Thanksgiving.

So, students, if you were lucky enough to survive Black Friday this year, keep in mind the consequences of capitalism, and remember what the holiday season is supposed to be about.

Sincerely,

Ashley Hocking & Kendra Schwartz

Graphic by Alexis Riner

other factor that must be considered in the registration process.

“Somebody’s got to do it,” Vander Tuig said.

“There’s got to be the time and the inclination to do it... So someone needs to define who would be in charge of the program. It’s not in anyone’s job description now.”

Administrators have not seriously considered protecting the Chesty trademark.

“That is just not a conversation that we have cared to have,” DeWitt said. “I think Chesty has been in the public domain long enough that it’s fairly pointless.”

While DeWitt said he recognizes the benefits of legitimizing a trademark, he said the district would only act in certain instances to do so.

“I wouldn’t unless I felt like Chesty was being misused or someone was being disrespectful or not using it with fidelity,” DeWitt said.

As far as royalty ownership, DeWitt said the school is probably losing some money from leaving Chesty unprotected, but he also sees value in having the mascot in the public domain.

While LHS may not receive royalties from some of the products sold, having the Chesty Lion around town and in the public domain gives Lawrence High exposure to a whole new group of people.

And that, he said, furthers the Chesty legacy.

news

DEC. 11,2013

Students drift away from safety

Passengers get injured in a real life application of a popular car video game

By Kendra Schwartz

Graphic by Alexis Riner

Ducking his head into his lap and using his hands to cover his head, senior Marquise Guesby sat in the back of the Jeep, not knowing whether he would survive what was supposed to be just a ride home from school on Nov. 6.

“No, don’t do it,” he remembers fellow passenger sophomore Jordan Green saying.

Guesby heard a thud and watched the seats of the car turn on top of him.

Senior Cody Thompson was knocked out as he heard branches snapping in front of him. He later awoke, surrounded by his own blood. “[I felt] mostly just an overwhelming feeling of devastation, like my life was over, like I was pretty much done for,” Thompson said. “And the feeling of my friend Nick wrapping his shirt around my head to put pressure on the bleeding. He saved my life.”

After asking for a ride home, Guesby ended up in a real life Forza game as he said the driver, senior Nicholas Ham, attempted the racing technique of “drifting” while on East 1550 Road, a gravel road.

Douglas County Sheriff’s Department spokes-

person Steve Lewis said Ham was going “faster than prudent.” Ham lost control and the right side of the car hit a tree.

“He thought he was going slow enough that he could do it, but it was too loose of a gravel road to even try it,” Guesby said. “I knew we would have spun out in the first place, but I didn’t know we’d hit the tree.”

Both Ham and Green declined to be interviewed, citing their traumatic reactions to the experience.

“It said in the [Lawrence Journal World] that we were all high, but nobody had anything,” Guesby said of a story that has been changed on the newspaper’s website. “There’s [sic] a lot of false statements in that article. They said we were all under 17, and I’m not. I am 17. Only Cody, who was the youngest one in the car, is under 17.”

Although there is no proof that any of the students were under the influence of any substance, Guesby said police did find a pipe in a bag of one of the students. Additionally, Ham was driving without a license — a detail Lewis confirmed.

Lewis could not say if charges were filed.

There are standard legal repercussions for those who drive without a license.

“They can be cited with a summons or a ticket,” Lewis said. “It’s a misdemeanor, and they can go to court.”

Sitting in the passenger seat in the front of the car, Thompson’s injuries were the most severe, and he was airlifted away by helicopter.

“We slammed sideways into the tree right

where I was sitting in the seat where the car smashed in,” Thompson said. “I hit my head on the tree through the window, fractured my temporal bone [of the skull] and got a traumatic brain injury.”

Thompson was released from the hospital within a few days.

From this injury, Thompson has seen effects in his everyday learning experience. To help cope with his brain injury, Thompson takes an unofficial reduced schedule.

“It’s been hard for me to go to class and focus very well,” Thompson said. “I was in the nurse’s office one day. She said I can just go there whenever I’m not feeling too well and work on my stuff there.”

Lewis, on behalf of the Sheriff’s Department, advises all teen drivers to beware of distractions in the car to avoid such adverse effects.

“My recommendation is to stay completely focused on your driving, no distractions whatsoever,” Lewis said. “Those distractions could be your cell phone or any kind of electronic device.

Just turn it off and put it away in the glove box or far away. Other distractions can be friends in the vehicle.”

Fortunately, all of the passengers survived the accident, but each of the students undoubtedly has regrets regarding that day. Guesby’s greatest regret is simply getting in the car without asking whether Ham had a license.

“Take life seriously,” Guesby said. “You can have fun. Just don’t do what I did.”

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Feature

DEC. 11,2013

Debate team excels

Program honored by National Forensics League

By Courtney Cooper In the debate room, there’s little argument on at least one topic: LHS has one of the best debate programs in the country.

This fall, the team received a national honor from the National Forensics League when it gained membership in the Societe de 300. This means the team has achieved enough points to place within the top 1 percent of debate teams across the nation.

“It’s really exciting that we have a lot of students that are doing that and working. It’s a lot of people doing what they need to do,” debate coach Jeff Plinsky said. “It really was a sense of accomplishment.”

The honor was in recognition for work debaters did last school year, but the team is wrapping up another successful debate season this year from freshmen to seniors.

Two debaters went undefeated for eight rounds in a row: juniors Hayley Luna and Ellie Dunlap.

“Initially I wanted to be a lawyer, and I stick with it now because I like the success,” Dunlap said. “I like how it broadens my intellectual capacity.”

Although this year’s debate team consists of many returning juniors and seniors, freshman are standing out too.

“We’ve seen really good things from a number of the freshmen,” Plinsky said. “We have another half dozen who have medaled once and could easily earn a second medal in the next couple of weeks.”

It’s hard to say what that means for the future.

“Some of my finest debaters as seniors were mediocre as freshmen,” he said. “Some of my best freshmen have flamed out and had sub-par senior years.”

Debaters also learn to overcome challenges.

“Stress and trying not to blame the failures on myself,” Dunlap said. “It’s easy to do that sometimes but you’ve just got to take it with a grain of salt.”

Before going into a round, many debaters, such as freshman Michael Braman, have rituals they go through to prepare themselves.

“I talk with other debaters, ask if they know what kind of case the other team might run,” Braman said. “I talk to the advanced debaters and maybe get some advice from them, and I listen to music.”

Even though the team has had an excellent year, there are still opportunities to stand out.

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(Top) Refuting the affirmative team’s argument, sophomore Bradlea Padgett participates in a practice round in Mr. Plinksy’s sixth hour class. Photo by Vail Moshiri (Above) Practicing an argument for a tournament, junior Shawn Han goes over his material on Oct. 11. Photo by

Thomas Peterson

“We’ve seen so many of our second year debaters take big steps this year that it is hard to single anyone out,” Plinsky said. “I’m hoping that moving into post-season we see a few take another step. Otherwise, picking our State team is going to be difficult.”

Beyond the medals, students learn and acquire skills that they can apply in other aspects of their lives.

“Debate teaches people to research, organize their thoughts, speak persuasively and confidently, and to think quickly on one’s feet when asked pointed questions,” Plinsky said. “These skills are highly valuable to employers after high school, as well as the key to success in postsecondary education.”

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Feature

DEC. 11,2013

LUCKY 13: Moments that made 2013 memorable 1. Finals were delayed

from Dec. 20 to Jan. 3 due to snow storms for the first time in Lawrence High history.

LAWREN

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10. 472 new fresh-

4. Girls’ track 4x4

AY WD SNO

men joined the lion pride on Aug. 14.

relay team took the state title on May 25.

L ve Docs

HIGH SCHOOL

CHICAGO

7. Orchestra took a trip to

Chicago during spring break.

2. Students

performed Fiddler On The Roof on Jan. 24-26.

5. Graduate

Andrew Denning won wresting state title on Feb. 23.

8. Students partici-

11.

Habitat for Humanity held the first ever kickball tournament on Nov. 2 and raised more than $1,000.

pated in Mud Volleyball on May 5.

9. Teachers David Platt 3. Graduate Lauren Pauls became the debate National Forensics League point leader on March 13.

6. Seven photography

students were published in “Aerie International” magazine on May 9.

and Angelia Perkins took students to China during the summer.

12. LHS beat FSHS in

soccer on Oct. 3, volleyball on Sept. 19 and Oct. 4, and band on Oct. 5.

13.

Fourteen choir members made district choir on Nov. 16.

Graphics by Joaquin Dorado

Students inform middle-schoolers

Peer education programs boosts students’ self confidence and self esteem

By Brooke Braman Some who walk the halls at LHS are not only students, but also doctors. Not medical doctors, however, but love doctors.

Love Docs is a peer education program that has existed at LHS since 2011 and is sponsored by Diane Ash, the school’s prevention specialist. It aims to inform and advise local middle school students about high school relationships through presentations given by a traveling panel of students and Ash. “I kick off the discussion by asking the panel various questions about relationships, everything from their opinion about students who engage in PDA in the hallways to the advantages of being single versus involved in a relationship to the impact of social media on relationships to handling suicidal threats by a partner to dating violence,” said Ash, as she described a typical Love Docs outing.

Though Ash moderates the discussion, Love Docs events rely solely on the input of the students on the panel. “[We] answer questions about what high school is like, both being in and out of a relationship. We talk about the pros and cons of being single and being in a relationships,” senior Kavyn Poettker said.

In addition to answering questions, students they were younger and about which they wish they could have heard opinions and advice from people involved in Love Docs share personal experiences closer to their own age,” said Ash, a proponent of and give advice. Love Doc panels are composed of peer education. “Personally, I believe that young students representing many different opinions and people already have acquired a good deal of wisdom perspectives.

“These programs and experience that is helpful in solving life’s problems in benefit the middle school students because they get to healthy ways.”

“I thought it was really Students also see the hear many different points important to let people importance of peer education of view,” senior Love Doc Josie Myers said. “Once programs. know that being them“I thought it was really they get to high school, a selves is a good thing that important to let people know lot of people will stereotype high school is a great place. that being themselves is a good themselves. These programs It’s nothing to be scared of. thing that high school is a great help students get a feel for what high school is like place,” junior Love Doc Andy That’s why I got involved.”

Dominguez said. “It’s nothing beforehand, so they don’t to be scared of. That’s why I got have to feel like they need —Andy Dominguez, junior to corner themselves into involved.”

“I’ve gone to some panels one spot.” where the eighth-graders are In addition to showcasing different mind sets and viewpoints while reaching zoning out or using their phones, but then we say something that really gets their attention,” Poettker out to students, Love Docs is an effective program because it is based on peer education. said. “They put their phones down and really engage.

Their body languages totally changes. They are “Peer education programs address issues identitotally tuned in.” fied by high school students as problematic when

Page Design by Kendra schwartz

In fact, for Poettker, this successful style of mentorship served as inspiration for her future participation.

“When I was in middle school, one of the panels came to one of my classes,” Poettker said. “Ever since then I’ve wanted to be a part of it. I joined sophomore year and have done it every year since.”

Like all peer education programs, Love Docs grew out of the FYI Club, which Ash also sponsors.

“FYI Club is all about connecting people with resources that can help them live a less-stressed and healthier life,” Ash said.

An active club, FYI members created a new peer education program just last year. The new program, entitled REAL, advocates self-confidence and positive body image.

“REAL is a program that promotes self body image and self esteem. It’s an all-around great panel that tries to boost self confidence and let everyone know it’s OK to be you and to be real,” said Dominguez, a member of the REAL and Love Docs panels.

Current members of the FYI Club and peer education programs encourage fellow students to get involved.

“It’s a great way to meet new people,” Dominguez said. “Its brings smiles to everyone’s faces.”

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DEC. 11,2013

Feature

Student channels inner Katniss

Junior turns history into a hobby as she practices sport of archery

By Ashley Hocking Twisting her body as she pulls back on her six-foottall traditional English longbow, junior Kennedy Dold releases a fletched arrow. It sails across the sky and lands directly on the bullseye.

Dold practices the ancient sport of archery daily using historically accurate recreations of equipment that English yeomen would have used in the 15th century.

Her interest was sparked seven years ago when she read about the projectile practice in a history class.

“I was just super interested,” Dold said. “I’ve always loved the English longbowmen. I was reading about them and I figured, ‘Why not experience history?’”

With only the help of a history book and a few stepby-step YouTube videos, Dold taught herself the art of archery in her backyard shooting range.

“I really try to follow how the English longbowmen practiced and shot,” Dold said. “Honestly, archery is just one of those natural things that has been around for centuries. I mean it does take some practice to figure out how to aim and that kind of thing, but it’s just a very natural pull back of the arm.”

Dold’s mother, Jean Younger, has always been very supportive of her daughter’s willingness to try new things and stay active.

“I believe she got [her first] bow for either her birthday or Christmas, which she used so much that she broke [it],” Younger said. “It is pretty cool. She has become a very good shot. She goes out by herself

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quite a bit, so many times I don’t even know she is out shooting, but sometimes she will ask if I want to go out and watch.”

Hollywood helped archery become a part of popular culture in 2012 when the first installment of the Suzanne Collins’ trilogy, “Hunger Games,” hit cinemas featuring the heroine Katniss Everdeen. Shortly after, Disney released the animated movie “Brave” that gave audiences another bow-wielding role model.

“When I tell people I do archery, they’re like, ‘Oh, so you’re like Katniss,’” Dold said. “I’m just like, ‘I guess.’ I think a lot of the reason archery is so popular [is that] the movies have increased interest.”

In the past year, The Archery Trade Association’s archery equipment sales alone have increased by 20 percent and the USA Archery website’s viewer traffic jumped by 30 percent. With the release of the second installment of Hunger Games on Nov. 22 and the winter Olympic Games a few short months away, the sport’s popularity is expected to rise once again.

“Hunger Games” heroine and actress Jennifer Lawrence was trained intensively by Olympic archer, Khatuna Lorig, before she possessed the ability to shoot an apple out of the mouth of a roasted pig.

“It is essentially a weapon,” Dold said. “During the Middle Ages, it was used to kill people. [Audiences] aren’t really thinking of it as a weapon.”

In the future, Dold hopes to participate in archery competitions with her traditional English longbow.

“A lot of the competitions I’ve found use compound

Pulling back on her traditional Englishlongbow, junior Kennedy Dold practices archery in her backyard shooting range. Photo by Ashley Hocking bows, which have all the scopes and pulleys and riggings on them,” Dold said. “I feel like using scopes is kind of cheating.”

Dold often encourages her friends, such as junior Cortlynn Stark, to pick up a bow and learn the art.

During the initial teaching sessions, a few arrows were sacrificed.

“Kennedy was trying to teach me how to shoot, and I shot it over the hay and into the roof of the barn. It got stuck there and we never found the arrow,” Stark said.

“Another time I broke an arrow. I shot it and it lodged in the barn. I pulled it out, but the tip fell out with the arrow.”

After a few lessons, Stark gained an appreciation for the hard work the sport entails.

“You have to practice a lot. It’s a really difficult sport to do,” Stark said. “It looks really easy when you’re watching it on film, but it’s not as easy as it looks.”

The bow-wielding pair plan on taking an archery classes together in the future at a local range.

“I really wanted to get more involved with an archery troupe,” Dold said. “I was talking to my friend, Cortlynn [Stark], and she said she wanted to do it with me. She sounded super interested. Since I’m not doing anything over the winter, I figured it would be a fun time.”

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Sports

DEC. 11,2013

Students sign on for college sports Four senior athletes sign letters of intent to play sports at the collegiate level next school year

By Roscoe Bradt Four seniors have signed letters of intent promising to go on to a sports career in college.

Caitlin Broadwell Volleyball outside and middle hitter Broadwell signed her letter on Dec. 4 to play at The University of Nebraska Kearney.

A sibling rivalry introduced Broadwell to the game.

“I started because my sister was playing volleyball,” Broadwell said, “I always wanted to be better than her at everything.”

That competitive spirit showed throughout her high school volleyball career, staking her as a key player on the team. It wasn’t all smooth sailing though.

Broadwell went through a surgery this year correcting an overactive thyroid gland that forced her to sit out for much of the season. The surgery was successful, and she’s on track for a successful college career.

Although Broadwell is committed to her volleyball career, she also has her mind set on education.

“I want to study psychology and photography,” Broadwell said. “I’m really interested in the mind and I’m also really into photography. [Photography teacher Angelia] Perkins just got me into it.”

Bryce Montes de Oca Baseball right-hand pitcher Montes de Oca began playing when he was 4.

“I just thought that [it] was my

favorite sport ever, kind of fell in love it,” Montes de Oca said. “I caught the baseball bug.”

Montes de Oca signed his letter to play baseball at the University of Missouri on Nov. 14. Similar to Broadwell, Montes de Oca faced his own medical issues.

“I had surgery on my [right] elbow but everything is fine now,” he said.

In the future, Montes de Oca wants to become a therapist or an orthopedic surgeon, but baseball is his passion now.

“It’s hard to describe,” he said. “You just are around it so much you get into it and you fall in love with it.”

Marly Carmona Softball left base and shortstop Carmona got quite the head start when it came to her sports career.

“My mom played slow pitch, and I just wanted to play softball — grew up around it,” Carmona said.

Carmona signed her letter on intent to play at Emporia State on Nov. 15, and she’s geared up to continue her sports career after high school. While Carmona isn’t 100 percent sure what she would like to study, she has an idea.

“They have a really good program for teaching, so I might go into that,” Carmona said.

Andrea Mills Softball shortstop Andrea Mills recently signed to play for Kansas Wesleyan University. Starting at a young age, Mills’ mom got her started in the sport.

“She played at KU, and she pushed

me toward softball,” Mills said. “I just loved it.”

Mills also plays volleyball and participates in LHS Link Crew, helping make the school a better place for newcomers.

She plans on spending a lot of time in schools in the future as an elementary school teacher.

“It’s very exciting and very nerveracking at the same time,” Mills said.

Posing with their gear, seniors Marly Carmona, Bryce Montes de Oca and Caitlin Broadwell show pride for the schools they signed to. Not pictured: Andrea Mills.

Photo illustration by Ashley Hocking

Coaches shift roles for upcoming basketball season Teams adjust to new coaching dynamics, hopeful for the future success of the program

By Genevieve Voigt Before basketball games could begin, coaches first played a round of musical chairs.

Six coaching changes, including three coaches moving between teams, marked the start of the season. With the changes, both players and coaches were unsure of what to expect.

“People get really attached to the coaches,” junior Rebecca Finley said. “A lot of people play for the coaches, and so making it different makes up a different basketball family.”

Finley played on the C team last year and will play for JV and Varsity this season. Because of the

changes, she will have Jay Dieser again.

Coach Jason Lichte has relinquished the junior varsity girls’ team and is now coaching the freshmen boys’ team.

He believes it will be a new experience, and he might even have to coach a little differently.

“I think that it is easier to have a close relationship with girls on the girls’ basketball team faster than with boys,” Lichte said.

Lichte is not the only one changing positions.

After being the coach for JV and varsity boys, Matt Stiles now has the C team boys. Kim Henrichs is no longer coaching.

Dieser is moving up from C team girls to JV

girls. Audrey Pope will now coach the girls’ C team.

Lindsey Murray is now coaching the C team girls.

For girls returning to play JV and varsity, they will have to adjust to basketball without Lichte.

Sophomore Nesreen Iskandrani thinks the dynamic might be a little altered.

“It’ll be different, and we’ll have to change to it because we don’t have Lichte anymore, but I think we’ll be alright,” Iskandrani said.

Some even believe the changes could be beneficial. Shaking up the teams might prove helpful if new coaches bring in new ideas and tactics to the season.

Finley thinks the change could help get the team

Page Design by Genevieve Voigt

out of a rut. Last season, the varsity team won three out of 21 games. Different coaches could bring new results.

“We don’t really win a lot of games,” Finley said.

“Maybe we just need a different person with a different view on it.”

Despite all the changes, some aspects will always be the same. The competitive spirit of the teams won’t disappear.

Lichte recognizes the determination and desire to succeed in both varsity girls and freshmen boys.

“Both groups of people really want to win,” Lichte said. “They’re very competitive. That won’t change at all.”

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OPINION

DEC. 11,2013

School curriculum lacks practicality

Our future leaders of America aren’t even taught basic skills throughout their school years

By Nia Rutledge After 11 years in public schools, I haven’t learned many practical skills I will need upon graduating high school and transitioning to adulthood.

I know how to dissect DNA from a strawberry, use graphing formulas and read the periodic table.

However, I do not know how file taxes, hire a lawyer or what a credit report means.

The course curriculum should focus more on the foundations students need as a person rather than unapplied academics.

As is, students sit in class repeatedly learning equations until they are carved into their skulls.

Students moan and groan about how they will never use the information their curriculum offers.

Teachers promise these equations will be useful, but they never back up their pleas. Not only should teachers present the information, but also explain how to apply it and why the information is important and useful.

When the only motivation to consume information is to pass a test, the student will not remember the information long-term.

The information is usually stored in short-term memory only to be forgotten in the upcoming months when the information is no longer useful.

Seniors Alex Ewy and Maddison LaTessa have also noticed these problems in the course curriculum.

“In architecture [class], I’ve learned more practical skills than in Pre-Calc,” Ewy said. “But, the core classes teach you basic skills that you need sometimes with your electives.”

In school, we need to know how to use the information we learn in real-life situations.

Some teachers try, but fail to truly tell us how to apply skills to real situations.

Often there are word problems in math courses.

But, the chances of Sally having three marbles and Susie having eight more than Sally but four less than Jon and wanting to know how many Jon has is very low on the practicality scale.

It all just seems like a waste of time.

“I think core classes are good, because otherwise no one would take them,” Ewy said. “They wouldn’t learn anything.”

It is said that they teach us these skills in an

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attempt to make well-rounded, intelligent adults.

If the goal of the curriculum is to construct more intelligent, well-rounded adults, then we should integrate courses on human rights, politics, racism and prejudice, international relations, and the effects of media in society.

We need more courses teaching these problems in our society to inform our young adults before they make the transition into adulthood and join in on these social constructs.

If we address these issues early then these issues may be solved or managed sooner and they will no longer be obscure, overly-controversial topics.

“In my government classes and history classes I have been able to use a lot because you talk about those things with people,” LaTessa said.

Students learn more applicable skills in electives rather than their core classes.

Such as learning simple car fixes in auto mechan-

/ x + -

ics, other languages in foreign language courses, food preparation in culinary and personal fitness and health in physical education courses.

Theses are the classes in which students learn valuable information, and often students regard their electives to be their most enjoyable classes.

Still, the core courses are held at a high regard over electives, even if the information may be overdrawn and not be useful later.

In my core classes, I often feel as if what I am learning is just fluff so the teachers do not run out of information to teach before summer.

In Senior Consumer math, students learn a few real-life uses for math, such as the stock market. But sadly, the class is only available to students who are seniors and wish to take part in the class. These types of lessons should be a part of all classes.

High school is a significant developmental stage for students and could have a huge impact on a

Graphic by Michaela Durner

student’s overall knowledge.

Junior LaBrittany Thomas has also noticed the lack of practical skills in core classes. “[Students will] get out of here they won’t know how to do any of that [filing taxes, and applying for grants and loans] and they’ll probably go into debt,” Thomas said.

Instead, students daydream in class not knowing how beneficial the information is that their instructors are teaching. They do not know how the information will help them.

Knowing why you are forced to learn is fundamental to the process.

We, the students, are entitled to know why we are forced to learn certain subjects and when it may be applicable. That will prepare students to be adults and make what they are learning more meaningful.

Using smart phones in class would benefit students Utilization of educational apps could benefit teachers, students

By Kate Rettig You ask your teacher what puissant means. They say, “Why don’t you look it up in the dictionary?” Dictionary? Why couldn’t she just tell you? An even better question is, why can’t you just look it up on your phone? It takes 17 seconds to look it up on my phone as opposed to the 58 seconds it takes to look it up in the dictionary.

Smart phones should be used as a tool in classrooms. Smart phones are capable of looking up information as well using numerous downloadable applications that can help improve academic performance.

“I think phones should be used in class,” freshman Blake Nelson said. “They’re very good for educational purposes. Nowadays with your iPhone or Android, you can get educational apps.”

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My generation grew up with technology. We’ve known how to use a phone since we can remember. Schools, however, are slow to adjust to the technological evolution. Phones are still known as contraband.

At school, you do the assignments that correspond to the lecture.

My teachers talk about using technology, but never actually use it. They encourage the use of iPads and laptops, but they should be using what we know best: our phones.

Communication is a necessity in life. We have to be able to communicate to each other. Phones are meant to help one another communicate. In school, we run into language barriers. This problem occurs every school year. It should be solved.

With more than a million apps to download, news feeds to check and messages to send, it’s impossible to ignore them for eight hours a day. That’s why social studies teacher Fran Bartlett allows students to use them if they are given permission, but she has concerns.

“I think [a smartphone] prevents them from absorbing all of the information they need to be absorbing from class presentations,” Bartlett said. “Overall, I think they’re more a distraction in a class than a tool to

be utilized.”

Technology is very expensive. While smart phones range from $100 to $800, the school does not pay for them. Students’ parents pay for the phones.

The district passed a $90-plus million bond issue this year. A large proportion of this is going to enhance technology. Focusing these funds on student needs sounds appealing, but before spending millions of dollars on technology they should consider what students already bring with them.

The majority of them bring their smart phones. It’s believed that smart phones are small versions of computers and if students already have one, why aren’t schools using them?

For the students who don’t have one, they can distribute devices. I believe that if we do that, it would be fair.

At the end of 2013, this problem is still being debated. Change continues to occur, but slowly. It shouldn’t be this difficult to integrate phones into school.

There are many positive outcomes if we act now.

Page Design by Kendra Schwartz and Ashley Hocking

OPINION

DEC. 11,2013

Trendy clothes are harming cultures Culturally appropriative trends are getting out of hand

By Nia Rutledge You see her every day.

She has Native American feathers in her hair, and a West Asian Bindi on her forehead. A shirt illustrating Hindu and Buddhist Gods. Leggings patterned with the cross of Christianity. Necklaces with Yin Yang and Hamsa pendants.

All the while, she is not a part of any of these cultures or religions. Her only motives for wearing these symbols are because she thinks they are cute and trendy.

In the fashion industry, clothing and trends are commercialized rip-offs of the symbols of various cultures. Forever 21 and Urban Outfitters are some of the top distributors of the culturally appropriative clothing.

I see a lot of seemingly Caucasian girls with dreadlocks prancing around in Native American head dresses, or with their faces painted as Mexican sugar skulls and flaunting their super-on-trend Middle Eastern henna tattoos.

Most recently, the cross of Christianity has been taken from its religious roots and is now seen as a fashionable trend. Rather than taking its traditional form of delicate jewelry and tattoos, it has become more of a print than a symbol of Christian faith.

It is completely demeaning and insensitive to a religion to wear a print that has specific religious connotations.

Some students say that by assigning their own meaning to the cross, they can wear it without being culturally appropriative. But that isn’t how it works.

Religious symbols are not like colors, animals or shapes.

Religious symbols are arguably the most distinct symbols we have as humans.

It is silly when people think that these symbols are up for their own interpretation since there is already this vast consensus about what the symbol stands for. Often, people try to explain their act of cultural appropriation as that they are actually admiring the culture in which it comes from.

They are not admiring it.

Buying something from money-grubbing corporations and parading it on your body -- when you either do not know much about the symbol or believe in it -- is cultural appropriation, and it is not acceptable.

I think we can come to a consensus that henna tattoos are exceedingly beautiful. But just because a cultural symbol is beautiful, does not give anyone even a slither of a right to wear it if they themselves are not a part of a culture in which it is a cultural symbol.

In the Middle East, henna is done commonly for bridal ceremonies. When a person who is not Middle Eastern wears henna merely because it is pretty, the ceremonial meaning for henna is degraded.

When someone takes part in a ritual, but is not properly committed to it, it degrades the meaning of the whole ritual and could possibly be offensive to those who are committed.

Considering that issues of religion and culture are delicate to begin with and are often life-long commitments, when one invites themselves into the customs without being properly informed or invested, it is extremely belittling to the sacrality of the religion or culture.

Cultures and religions are not trends.

These symbols represent someone’s life, their heritage and what they believe in.

To wear it because you think that it is cute is offensive and insensitive.

You are making a mockery of the culture, and you don’t even know it.

Sure, there are students who see wearing these symbols as a sign of respect — an attempt to embrace another culture.

“I think it’s perfectly fine to do whatever you want,” said sophomore Oreana Figuieras. “Me personally, I’m religious, I’m a Christian. But, I want to celebrate Hanukkah this year.

I like to open my views on to other things, that’s another reason why I do henna...I try to learn about other religions or cultures. I want the pilgrimage to Mecca. I just want to see what it is and just to be a part of that.”

If you want to admire a culture, buy authentic art or trinkets from authentic shops.

You admire a culture by reading about it, watching documentaries, learning the languages in which they speak or travelling to where it originated.

You do not admire something by inviting yourself into the culture and stealing aspects and traits from it for the sake of looking trendy, edgy and cute.

Even if something may not seem like a big deal to you, you still need to be culturally and religiously sensitive to whom it is significant to.

Graphic by Alexis Riner

Students begin to contemplate the reason for student teachers

Training for future teachers must balance needs of high school students with those of college students

By Kendall Pritchard Many students have sat a class taught by an inexperienced student teacher who brings countless awkward pauses into the lectures.

Sophomore Stefan Petrovic has gone through trials and tribulations when dealing with student teachers.

“When a student teacher is given an artificial sense of teaching superiority, it can take away from the learning experience,” Petrovic said.

The most frustrating thing when dealing with a student teacher is when he or she cannot physically connect with the classroom. We’ve all been in the classroom when a student teacher tries to crack a joke, and all you hear is crickets.

“It really just depends on the classroom’s personality, ” Petrovic said.

The question I continually ask myself is, do student teachers really benefit the students or just themselves?

During his first year student teaching Kevin Brady faced many obstacles while teaching his 11th grade history students for Fran Bartlett.

“Of course in the beginning I was nervous, but eventually throughout the semester the nervousness went away,” Brady said. “My biggest obstacle was trying to find what teaching style worked for me as well as my students.”

Student teachers need the time in the classroom to better themselves for their future students.

However, how much control do you give a student

teacher? How much knowledge is a student losing when an inexperienced 20-something-year-old takes over the veteran teachers reigns?

It’s a balancing act.

“The teacher should always have control over grading and instruction and leave the student teacher as the enforcer,” Petrovic said. “Unfortunately for the students, it all depends on the teacher.”

Junior Jensen Edwards can relate to Petrovic.

“They should just teach small lessons and not take over the entire classroom,” Edwards said. “My biggest pet peeve is when a student teacher takes complete charge of the students.”

It certainly doesn’t hurt the students to learn from a different perspective that student teachers can offer. Students change teachers seven times a day —

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surely one more can’t hurt.

It’s the lengths that student teachers are willing to go to that determine their classroom’s outcome.

If a student teacher tries his best and brings his best knowledge to the table, the students are in the best hands and can only benefit.

“Some students may believe that the teachers work is done once school is over, but that isn’t the case for effective teachers,” Brady said. “Some days I wouldn’t leave for a couple extra hours after school was out, and I’d come to school around 6:30 a.m. just so that I could work more for my students.”

If it wasn’t for student teaching, where would the future of our teachers be? They need the in-class feel to thrive and see where they want to take their job for future students ahead.

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Photo Page

DEC. 11,2013

Winter sports preview

Pack the House event kicks off the winter sports season Sports teams officially kicked off the winter sports season with the Pack the House event on Nov. 25 The annual charity fundraiser brought together students

for prizes, scrimmages and skits. Among the skits, faculty members danced, senior boys shimmied and the wrestling and basketball teams boogied.

Call ahead & we’ll have it ready!

1601 W. 23rd St. 842-1212

(Top) Dancing to “No Scrubs” by TLC, seniors Kyle Wittman, Panyin Boye-Doe and Narito Mendez perform in the senior boys dance choreographed by seniors members of the Pom squad.

Photo by Kendra Schwartz

(Above) Busting a move, culinary teacher Shannon Wilson dances with fellow faculty members in a skit. Photo by Gage Nelson

1601 W. 23rd St.

75

$3.

(tax included)

842-1212

Walk in special!

One 10-inch, 1-topping pizza & 16-ounce drink Pick up only ■ COUPON REQUIRED ■ Not vaild Fri. & Sat. after 6 p.m. ■ Expires 1/31/2014

(Top Right) Blocking an attempted basket, junior Rebecca Finley knocks the basketball out of sophomore Brook Sumonja’s hands.

The varsity girls’ basketball players participated in a scrimmage at Pack The House. Photo by Gage Nelson (Bottom Left) Cheering for prizes, coupons and T-shirts, seniors Tucker Sutter, Ryan Walter, Jacob Seratte and Marly Carmona enjoy the festivities of Pack the House on Nov. 25. Photo by Joseph Anderson

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