The Chronicle, 7.7

News: Special education department develops familial relationships

Chronicle Sports: Athletes still motivated after being cut

The William Mason High School

Mud Slingers

Volume 7

NEWS BRIEF

MHS Prom date age limit established Mason students attending prom this year cannot have a guest over the age of 21.

According to Student Activities Director Lorri Fox-Allen, this is the first year that an age limit will be in effect. “[The administration] decided to be in line with what [other schools] were doing,” Fox-Allen said. “Also keeping [Mason’s] students safe [is a priority]. As [Mason gets] bigger, [Mason has] to be more securityminded.”

Lakota East and West High Schools have an age limit of 21 and under for prom guests, as does Kings High School, though Lebanon High School does not.

Fox-Allen said there is a new guest form for students to fill out available on Edline.

“All guests need to attach a copy of their driver’s license or school identification card so that when [he or she] check[s] in, not only will [the administration] check our student’s IDs, but [they will] also be checking to make sure who the guest is,” Fox-Allen said.

April 23, 2010

Issue 7

Intense political contention obscures facts on new health care proposal Alyssa Howard | Editor in Chief Glenn Beck has deemed it Obama’s “Marxist dream bill,” on his website. The New York Times’ Economic Columnist David Leonhardt saluted “the federal government’s biggest attack on economic inequality” in over 30 years.

The passage of a comprehensive health reform bill in the House of Representatives on March 21 has been accompanied by intensely partisan debate that has left many Mason High School students confused, according to senior Rohit Rao. Rao said that rumors and opinions from both sides of the political spectrum have fueled the turmoil that has ensued in the nation as well as his personal uncertainty about

person who will comment, ‘There are some flaws here.’ And that makes sense, too.”

Junior Zach Zaerr, who generally identifies himself as a Republican, said that while he opposes the bill’s approach to health care reform, he has a positive view of some aspects of the legislation. Zaerr said, however, that he has felt cheated by the strictly party-line methodology that has defined the debate.

“I feel like [politicians] haven’t really paid so much attention to the bill itself, more just the idea of the bill,” Zaerr said. “The Democrats are all gung-ho about passing health care reform, even if it’s things that the constituents or they themselves don’t really believe in or agree with. And the Republicans are just like,

‘Oh, we can’t pass health care; it’s bad.’ Really, [legislators] just try to keep their jobs. They should be consulting with the constituents: that’s kind of their whole job.”

A self-described moderate, Rao said that he has also felt frustrated with the inability of some politicians and citizens to compromise. Beyond this, Rao said he has perceived a general misunderstanding of the ways that Congress often works behind closed doors.

“I think I’ve been [in support of] reform, mainly because it seems like something that needs to be done,” Rao said. “But, I do believe that there are people who have points that there are things that are wrong. People are wishing for perfection, and it’s kind of weird

TODAY

“Go green” with Earth Day celebration today The Go Green Club, in partnership with the City of Mason, will be hosting an Earth Day celebration today in the small commons and in the bus circle from 5:30 p.m. to 8:30 p.m. There is no admission charge and there will be games, food and a battle of the bands.

Earth Day poetry contest at Pine Hill Park today The Mason High School chapter of BuildOn, a national non-profit community service organization, is hosting a free Earth Day poetry reading contest for all ages beginning at 5:00 p.m. today at Pine Hill Park. Participants can share their Earth Day-themed poems in front of peers and will be judged by Mason teachers. Prizes will be awarded to the winning poems in designated age groups.

The Chronicle William Mason High School 6100 S. Mason Montgomery Road Mason, Ohio 45040

the bill.

“I read editorials in the newspaper, and [sometimes] it’s some liberal commentator who has a really good point,” Rao said. “They say, ‘We need health care.

The system is ridiculous.

We’ve got to fix it.’ I think that makes sense. And then there will be some conservative cartoon by Ajay Agrawal

how naïve they are.

When you hear these deals being struck in Congress, people are so shocked. It’s like, ‘You don’t know this happens all the time?’”

AP Government teacher Maria Mueller said she has also noticed politicians’ blatant avoidance of reaching an ideological middle ground. see MUDSLINGING on page 2

PAGE 2 | NEWS

FRIDAY, APRIL 23, 2010 | THE CHRONICLE

MUDSLINGING: Wrangling from both sides of the aisle have American taxpayers scratching their heads continued from page 1

What do they think?

“[The] very modern phenomenon [is] the whole perception that agreeing with any iota of anything that the other party says is a character flaw [or] a traitorous act,” Mueller said. “Talk about something that’s not good for democracy and not good for the American people. You never saw those points of agreement [or] really having a problem-solving process. Because that’s what [legislators] do; they solve problems.

I should say that’s what they’re supposed to do.”

The mainstream media networks only add to the current climate of confusion, Zaerr said.

“Obviously, Republicans are trying to say that there are backdoor deals, that [Democrats were] trying to sneak votes in,” Zaerr said. “I don’t know if I would go that far. It’s not something the public is really aware of. On major news networks, they talk about [the bill], but they only get their viewpoint across. MSNBC gets the left; Fox gets the right.”

Further, according to Mueller, the secretive nature of many vital discussions of legislators has been a barrier to the public’s understanding.

“It’s like dramatic theater anymore,” Mueller said. “Take, for example, C-SPAN. The whole point of C-SPAN was just so that the American people could be a little fly on the wall and watch the

Newsweek

Anna Quindlen Newsweek Contributing Editor

government. But, the unfortunate ripple effect of that is that now they take all their serious conversations to committee behind closed doors where C-SPAN doesn’t watch.”

For this reason, it has been vital for news consumers to utilize non-partisan sources that conduct fact-verifying, according to Rao. This leaves those who are not usually involved with politics to fend for themselves in sifting through headlines originating from both sides of the political spectrum. “[There is] the tendency of both sides to pick facts that support their case[s] and exaggerate details beyond what they really are,” Rao said. “So, [if you don’t] go fact-check and find the real story, or if you’re not that into politics, you get confused. I mean, both sides seem to be throwing out big threats. According to Democrats, we’re going to be doomed if we don’t pass healthcare reform now.

According to Republicans, we’re going to be doomed if we pass this bill right now. Your response depends on which way you lean.”

On top of the polarizing political atmosphere, economics teacher Steve Prescott said that the complexity of the health industry is another factor that confuses the American people. Since costs are distributed among multiple levels (from doctors up to post-operative facilities), people are unable to weigh price versus benefit of

“Sometimes the message we send to our politicians is that they should follow us, sometimes that they should lead us and sometimes that they should try the gymnastic feat of doing both at the same time. Along the way, we forget that most of the things that make America great -- civil rights, the safety net, Social Security -- were pushed through despite their unpopularity.”

Bill to prohibit texting while driving pending in Ohio Senate Danni Simms | Staff Writer photo courtesy of Associated Press/Dennis Cook

House Minority Leader John Boehner from Ohio and Speaker of the House Nancy Pelosi have been outspoken in the health care debate.

various health care procedures, according to Prescott.

“If a price [for a product] is high, and [consumers] don’t think they want it, then they won’t buy it,” Prescott said. “But, in health care, no one knows the price of anything. Nobody knows what the price of a shot or a test is. ...So, people are so confused about what they’re buying. They can’t make choices as consumers. And it’s not like Consumer Reports writes about various operations and various hospitals on a regular basis.”

Prescott, who has been attentive to the health care debate since it was a pivotal issue in the Clinton Administration, said that unlike most of his political positions, his perspective on the policy has changed over time.

While this is due in part to the fact that proposed solutions have varied, Prescott said that some of his uncertainty has also stemmed from the methods of dispute.

MSNBC

“My opinion has not stayed consistent on the debate; it’s varied wildly, which is not typically what my position has been on other issues,” Prescott said. “It verifies…that the debate is muddied by the antics in the debate itself as opposed to the content.”

And while this spectacle of the debate is largely attributed to personal motivations of politicians, Mueller said that she believes much of the burden of the current political condition also falls on citizens. Since representatives are elected by citizens, the American people empower elected officials to act in the manner that they personally find appropriate.

“I’m one who believes that the American people are just as responsible for the state of [the legislative process] as the actors in the theater are,” Mueller said.

“The audience, in this case, is equally responsible for the quality of performance.”

“What should Democrats do when their opponents say, correctly, this is the largest tax increase in U.S. history? And it was passed at a time when we’ve got 17 percent real unemployment. And also, it’s a further expansion of the federal government at a time when that worries a lot of Americans.”

Joe Scarborough MSNBC Host

2011 Spring Break dates change Rachel Schowalter | Staff Writer Spring Break for the Mason City School District will be moved to the last week of March for the 2010-2011 and 2011-2012 school years. This earlier date may change Mason families’ travel plans because of colder weather.

According to Debbie Delp, President of the Mason City School Board of Education, the decision to move Spring Break to the last week of March was prompted by the Ohio Achievement Tests that will be given in April of 2011. “[The Ohio Achievement Tests] always fall during the week of April 24,” Delp said. “In [2011], April 24 is Easter Sunday. The week after [Easter Sunday] would have been our break week. To accommodate the testing, we’d have to come up with an alternative date, which would have been immediately following Spring Break.”

Delp said most students would not be in “test mode” after a week off and tha would be reflected by their test scores.

“I don’t think testing [during the] week after a break would be reflective of [the students’] skills, abilities and accomplishments,” Delp said. “I find after a week off, I might not even remember my password on my computer. It takes a day or two.”

According to Delp, Spring Break for the 20102011 school year will start March 28 and last until April 1. For the 2011-2012 school year, break will begin March 26 and end March 30.

During both years, school will not be in session on Good Friday nor the Monday following Easter Sunday.

“We’ve always tried to have that Monday after Easter off for people who do travel out of town for that holiday and would be traveling back home that Monday,” Delp said. “We figured that was a good compromise for the people who do celebrate Easter and want to spend it with family, while we are changing that week off to accommodate testing.”

Although Delp said she realizes the earlier break might allow for colder weather for southbound travelers, it shouldn’t be a deterrent to enjoying Spring Break.

“If you could predict the weather with any kind of success, I would be really impressed,” Delp said. “I’ve been down to Florida in the winter and we were in sweatshirts; other times, kids were in the pools. I don’t think there’s ever a guarantee of the weather.

Frankly, Florida is a fun place to go [despite the weather].”

Delp said that if other school districts keep their usual Spring Break dates for the coming years, Mason’s earlier break might allow students more room in popular vacation spots and less traffic during traveling.

“I can’t tell you that I know what the trend is in terms of other schools going in the same direction,” Delp said. “But if [they don’t], it could be a week that’s [Mason families’] to be there. It won’t be too crowded [at Spring Break destinations] and there will be less traffic from place to place.”

According to Delp, the two-year change is still considered temporary and will be reexamined afterwards to evaluate its success. Delp said the district’s calendar committee, a group of Mason residents and faculty responsible

for creating the school calendars three years in advance, had to approve the change before bringing it to the board. After the two years, calendar committee will evaluate the change’s effectiveness. It will determine if Mason families want a fixed date for Spring Break or one that is connected to the varying Easter holiday.

“Certainly we will be looking for a lot of input in terms of how it’s impacted people and whether it’s been a good change or not,” Delp said. “We do want to hear from [our students and families]; we do want to know if it is something they can see continuing or whether they prefer that kind of floating Spring Break schedule.”

According to Delp, the school board decided to make the change temporary in order to have the opportunity to change it after two years.

“We felt that just by making it a two-year decision, we have the opportunity to change it again once testing may not be a factor,” Delp said. “We weren’t committing ourselves forever.”

When making this decision, Delp said the school board knew that Mason families usually associate Spring Break and Easter with one another and would be surprised to see the calendar changes.

“We were concerned that change isn’t always received well, that people may have already made plans and that tradition becomes something that people want and expect,” Delp said. “But ultimately, we have to the make the decision that is going to be the best for our students.”

Ohio drivers may be fined $150 if caught driving while text messaging, according to House Bill 415 that was passed by the Ohio House of Representatives on March 24. The bill must be approved by the Ohio Senate before it goes into law.

The bill would make texting while driving a primary offense, which means that while driving, people could be pulled over by a police officer solely for being seen texting. According to Mason High School Resource Officer Troy Nelson, the law should be passed because of its ability to limit the danger that has arisen from texting and driving.

“There’s a lot of statistics out there right now that say that texting while driving is equivalent to driving while under the influence,” Nelson said. “It’s very similar, in terms of impairment level, because you’re not paying attention to your driving and, as a result of that, you can have an accident similar to [what could happen] with drunk driving.”

If the bill passes, Ohio will be the twentieth state to ban texting while driving in addition to the District of Columbia and Guam. In Ohio, communities such as Toledo, Cleveland and Akron have already banned texting while driving. Other legislation banning texting while driving includes President Barack Obama’s legislation that banned federal employees from text messaging while driving government vehicles or using a government-issued phone while driving personal cars.

Though Nelson said that he is a proponent of the proposed bill, he said that enforcement would be difficult.

“After accidents occur as a result of texting is where you’re going to see [the most enforcement],” Nelson said. “It’s going to be determined if the [driver was] texting while driving, and then there will probably be an additional penalty [if the driver was texting].”

If the bill is passed, Nelson said he does not believe there will be immediate results.

“A lot of times when you put an emphasis on something, it [decreases the magnitude of the problem] for awhile,” Nelson said. “Over the years, drunk driving has gotten so much notoriety and stricter penalties. [As a result,] drunk driving has decreased.”

Nelson said that it would be difficult to have similar statistics that show a decline in accidents caused by texting and driving and statistics about the number of people who text and drive, because of how easy it is to hide cell phones.

“It would be easy to just put your phone away and put it in your pocket, as long as it’s not a fatal accident where [a driver still has] a cell phone in hand as a result of the accident,” Nelson said. “It’s something easy to flip away, unless you have other witnesses that say ‘Well, I saw [the driver] on the phone.’”

Nelson said that while he is on patrol, however, he tends not to see people driving while using their cell phones often. Despite some drivers’ attempts to hide cell phones from police officers, Nelson said that an increase in texting while driving has been noticed by Mason police officers.

“More and more accidents are being called in as a result of driver inattention because of cell phones,” Nelson said.

THE CHRONICLE | FRIDAY, APRIL 23, 2010

NEWS | PAGE 3

Familial relationships develop in support education classes The common goal of student success impacts student-teacher bonds within the program Beena Raghavendran | Staff Writer Family. There’s no other term for the relationship between students in Mason High School ’s Support Education program and their intervention specialists and paraprofessionals, according to Intervention Specialist Hakim Oliver.

Oliver, who spent three years working in the Community Education Opportunity (CEO) room in Z1 (home to students with Down syndrome), is now an intervention specialist (formerly known as a support educator, and now works with several students in a classroom setting) in the Z2 study skills classroom; he said the members of the Support Education department have a familial bond. “[The support education department is] almost like an extension of the family at school,” Oliver said. “[The students are] kind of like our babies here, in that we [have to] take care of them. ...We communicate things that we do to the family, [which] tell[s] us what works for them at home, [and]…we both share ideas.”

their parents. Because that’s what we do.”

Another contributing factor to this close relationship is having students in the classroom for a longer time period than in a general education classroom, according to Intervention Special-

The facts Families of students with special needs are very happy with Mason’s support education program, Mason High School parents said. The Mason City Schools Support Education department is “committed to the success of each child,” according to the Mason City Schools website; this is why a family-like atmosphere develops, Oliver said.

MHS has created a C1 Social Communication School Fundamentals (SCSF) classroom for autistic students, the CEO rooms in Z2 for students with Down syndrome and study skills rooms around the building for students with other learning disabilities. Mason High School and Middle School Support Education Supervisor Jody Bergman said the different ways students at Mason learn best call for the variety types of special needs programs.

“There needs to be...a big continuum of services -- a range for different needs,” Bergman said. “Despite the fact that [students] might have a learning issue, they can certainly get [the] support that they need in order to be successful and show what they do know.”

and find[ing] the way for him to do it,” Heim said. “[That’s] the big thing that we’ve always emphasized, and what I appreciate about Mason.”

Freshman Kelsey McNamara, a student in the Support Education program, said MHS’s adaptability to learning styles has let her learn in the way that is most beneficial to her and her strengths -- a positive change from other schools she has attended.

“Some people are so stubborn that they won’t understand that it’s my way [of learning], where [my current paraprofessional (the in-class intervention aide)] was more willing to say, ‘Oh, okay, Kelsey, we’re going to do it your way,’” Kelsey said. “[I say to them,] ‘Let me tell you what I need so you guys can be successful. Let me show you what I need; let me teach you [what I need].’”

Linda McNamara, Kelsey’s mother, said she agrees that working with different paraprofessionals every year results in the healthiest

photos by Beena Raghavendran

From top: Freshmen Matthew Hampel, Mireya Owens, Anthony Hall and Caroline Thomas make pudding as part of their Thursday lunch in the Community Education Opportunity classroom; freshman Danny Haubrock inserts the date on the calendar in the Social Communication School Fundamentals classroom; the door of the Z2 study skills classroom showcases the senior study skills class’ college choices.

The student/teacher relationships Oliver said the program’s common goal of helping the students succeed, whether they’re in his classroom or not, results in a familial bond.

“We’re all here to help the kids, so [we’ll do] whatever it takes to get the job done,” Oliver said. “We’ll do it even if it means that we’re going to help take care of kids that aren’t ours -- because they’re all ours.”

Freshman and sophomore CEO Intervention Specialist Melissa Courtney (whose classroom is in Z1) has experience treating students as her own, she said: her son has Fragile X syndrome (a change in the X chromosome, resulting in one of the most common causes of mental impairments), which prompted her to become an intervention specialist. Courtney was on the board of the Mason Association to Support Kids (ASK), which helps families learn the skills to work with their schools to help their children succeed, according to the ASK website; she said forming relationships with parents through that the organization and her own dedication to the field contributed to the new perspective she has for her students.

“When I think of my students, I think, ‘How would I want my son’s teacher to be working with him?’” Courtney said. “I always come back from that perspective. …I have a heart for these kids, and these families, because I live their lives. …[And] just because I, myself, am in the disability community, I knew some of the parents before, which [made it] easier [to come in as a teacher], in some ways.”

Courtney said she thinks that as a result of her classroom’s hands-on learning style, a stronger bond is formed between herself and her students than what may be experienced in a general education classroom. Her students cook food from recipe books after a trip to Kroger every Thursday, reinforcing the interactive aspect.

“Other students may be able to learn just from textbooks, but my room is different because we actually do [what the textbook teaches],” Courtney said. “Not only do I go through it with them on paper, but we do it, [so]...our interactions are much closer.”

Freshman Kendra Denlinger, whose primary teacher is Courtney, said she agrees that the CEO room is a very comfortable place to be. “[The room makes me] feel kind of happy; it makes me calm,” Denlinger said.

Intervention Specialist Susan Rosselott (whose study skills room is in B3) said the bond between she and her students is so strong because she has set up her classroom as a secure, comforting place at school.

“Whatever is bugging [my students] in the hallway, or in the classroom, or anywhere else -- [they] can come in here and [they]’re fine,” Rosselott said. “[The study skills room just]...becomes their home away from home. [It’s] like we tell them the first week of school: they’ll never find another person in this building that will have their back more than we will, outside of

student-paraprofessional relationship. “[Kelsey] has a different aide this year [from] last year, and that’s really the best way to do it, because otherwise those boundaries (between when the relationship becomes too strong and when the relationship is too weak) start to blur,” Linda said. “For the child’s sake, it’s important that the person change, so that [he or she] learn[s] how to deal with different people.”

The long-term impact

ist Kami Smith. Smith, who teaches in the SCSF room in C1 (for students with autism), said that the relationships formed in the CEO and study skills rooms are different than those formed in her classroom because her students are non-verbal, but similar to those in CEO room in that her students take all their classes in her room only.

“We have these kids all day long, so we get to know them and they get to know us,” Smith said. “We form [a] relationship right away, [because] we’re working with them all day long and we work really closely [with them]. They’re non-verbal, so we have to learn to read their body language and their individual cues. ...They rely on us for a lot of their personal needs, so that relationship is fairly strong.”

The family connection A part of the teachers’ balanced relationships with the students is keeping close ties with students’ families, according to parent Lisa Heim. Heim is the mother of is junior Calvin Heim, a student who has been in the Support Education program since preschool. She said that through communication and wide relationships, Mason City Schools do a great job of reinforcing her family’s goals for Calvin.

“Every [Individualized Education Program] (a plan that communicates goals to administrators, teachers, families and students) we’ve done has said something about [our goal for him]: he can do anything, it’s just a matter of helping him do it

The consistency of the Support Education program for its students doesn’t end with the final bell of the school day: Paraprofessional Holly Parker said Support Education students have other people inside and outside of school that impact their lives as well. Teachers’ collaborations with the different people in students’ lives help the students succeed, she said.

“We all work together,” Parker said. “[Achieving student success] takes a village. ...There might be twenty people (parents, guardians, therapists, counselors) involved in one student’s life. …We all just work together so that they get the most out of their daily education and their [day]; it might not just be academics, it could be extracurriculars [too, which gets us involved in a student’s after-school life].”

And when the goal of graduation and success is met for these students, the reward is bittersweet, Courtney said. While she said she will be overjoyed that the hard work has paid off, it will be hard for her to detach from the long relationships with them. “[The students’ junior years], they’ll be next door [to me, but] what will be hard is when they eventually graduate -- that, I can’t even imagine,” Courtney said. “By that time, I would have known them possibly six years, because they’re able to stay in school [un]til they’re 22.”

And beyond the family-like bond students and their Support Education teachers share, Oliver said the department consistently works to achieve their number-one goal: success.

“At the end of the day, with the laughs and the craziness and the academics, we get it done,” Oliver said.

PAGE 4

FRIDAY, APRIL 23, 2010 | THE CHRONICLE

Historical grand piano donated to MHS Choral Department Carlie Sack | Staff Writer A grand piano, with an estimated value of $6,000, was donated to Mason City Schools Performing Arts Department on March 22. Mason residents Carolyn and John Gruber donated this piano in the name of their daughters, Ashley and Samantha, who attend Mason City Schools, but are not involved in the performing arts.

The piano now has a home in the classroom of choir teachers Elaine Santos and Matthew Smith. Santos said this grand piano, built by William Knabe and Company in 1969, is used daily in order to encourage the choral maturity of her students.

“Mr. Smith and I play while [the students] are singing,” Santos said. “That piano supports the vocal development and growth of our students. …Every day it’s used.”

Carolyn Gruber said that the family decided to donate the grand piano because it was not currently being used in their home and, with the economic downturn, it would be difficult to sell.

“I thought it would be appreciated and what better place [to donate the piano] than where my daughters go to school?” Gruber said.

According to Gruber, the family decided to donate the piano to an educational setting because of the piano’s history: concert pianist Rata Present, great aunt of Gruber, previously owned and played the piano. Present was a famous pianist during the 1920s and 1930s, who performed throughout Europe and the United States.

“In her early years, she gave concerts in major cities of the US, as well as abroad: Italy, France and Spain,” Gruber said.

“At the height of her career, [she left Europe and] returned home to Rochester, New York, where she taught private lessons.”

Gruber said the piano was passed down to her after Present’s death at age 92. Gruber said that even though this piano holds historical and sentimental value to her family, she is satisfied with the current location of the piano.

“I had more trouble letting go of it than I thought. …[But,] my aunt [Rata Present] taught, so I know she’d be happy with where it [is],” Gruber said. “She would be most pleased that the students will benefit [from] and appreciate this piano.”

Santos said that Present bought the Knabe piano towards the end of her career, after playing her Steinway piano for many years. Although the piano was made in 1969, Santos said the

piano is still in remarkable condition.

“The touch [of the piano] was great; the sound was great,” Santos said. “It’s 51 years old and it still plays beautifully. You can see why it was appraised so high (at $6,000) because it’s in wonderful condition.”

Upon the arrival of the grand piano, Santos said her students were shocked.

“The students were, first of all, amazed that anybody would donate such an incredibly beautiful instrument to our school and they are overwhelmed with the generosity of the family,” Gruber said.

But with an instrument of such value in the classroom, Santos said she has implemented rules for students’ use of the piano. “[The choir students] treat that instrument with the

Santos said she insures that students know the history of the piano by displaying a framed picture of Present and a plaque honoring the Gruber family in the classroom.

“We have this beautiful instrument, [so it is] incredible…to have the actual concert pianist’s picture in our classroom [in order] for present and future generations to come through [the classroom] and…know who played this piano,” Santos said.

Santos said she was astonished that her long-held hope of playing a grand piano in her choir classroom was fulfilled.

photos by Carlie Sack

From left: A poster of former grand piano owner Rata Present that hung outside European concert halls where she performed during the 1920s and 1930s; members of Honors Concert Choir sing, accompanied by choir teacher Matthew Smith on the donated piano.

utmost respect,” Santos said. “We have asked them to not touch the piano, and they don’t touch it because they respect our request; they want to help keep the piano so [that] it can be used for many years to come. It’s not overstating it that [Smith and I] are very protective of the instrument.”

Besides students’ respect and appreciation of the piano,

“Dreams come true,” Santos said. “I have dreamed about [having a grand piano in the classroom] for years. But, I didn’t feel like I could ask for such an incredible instrument for our classroom, because we do have a good upright piano. You just never know; through the generosity of others, dreams come true.”

THE CHRONICLE | FRIDAY, APRIL 23, 2010

NEWS | PAGE 5

URoomSurf.com designed to help students find potential college roommates Jessica Kantor | Staff Writer

Two students at the University of Miami (FL) have created a website where incoming college freshmen from high schools across the country can find a “random roommate” on their own: URoomSurf.com. Students create profiles similar to ones created on dating websites to communicate with other members about rooming together based on survey results taken by the site.

Dan Thibodeau, a 2008 University of Miami graduate and co-founder of URoomSurf. com, said that the website provides a simpler format than Facebook for getting to know possible roommates.

“In the school Facebook groups, we noticed students were trying to find roommates by posting long surveys on the discussion board,” Thibodeau said. “By May, there were over 500 posts about roommates in the Miami Facebook group. We then wondered if other schools besides Miami were trying to find roommates like that as well, and at virtually every school across the country there were similar posts.”

Senior Cody Romani said he discovered the website through a Facebook group.

“I found the website on Facebook,” Romani said. “I joined the Ohio University group and the link was there.”

Senior Jenna Bookman also found uroomsurf.com through the Facebook group for her chosen college, the Ohio State University. She said that she has been in contact with several members on the site.

“I have talked to quite a few people,” Bookman said. “I am still talking to people and getting to know them; it is so weird getting to know people that way. [I don’t have any] roommates yet, but I have made a couple of friends.”

When an account is created, the student completes a survey about themselves and what they prefer in a roommate. The site then calculates a percentage match to other members attending the same school based on answers to the survey.

Thibodeau said that the website’s matching system creates a more accurate match for potential roommates than the typical college survey.

“Most college surveys, if they have them, only ask a couple very basic questions and usually don’t deal with personality,” Thibodeau said. “We developed our survey based on the most important issues that make or break roommate experiences -- hygiene, spirituality, study/party time split, how likely you are to have overnight guests and so on.”

Thibodeau said the questions on the site can be preferenced by students to create a more individualized match.

“You choose an answer, [then] select how you would like your roommate to have responded (it’s a ‘Check all that apply’ for this one) and then choose how important that question is to you,” Thibodeau said. “Everyone is different -- we didn’t want to decide across the board which questions are weighted more heavily than others, so we let students decide how to weight questions.”

After a survey is taken by the user, the answers are compared with other members’ responses that are attending the same school.

“Once the survey is complete, answers are calculated against everyone else at your school, and everyone in your network (same sex) are displayed with the percentage they match what you’re looking for,” Thibodeau said. “You can then view profiles with more detailed information, like activities and interests, and anything else they want to say about themselves.”

Romani said the percentage method can be confusing and sometimes inaccurate.

“There are two people that messaged me based on [the] percentage matched,” Romani said. “I have written back to one of them.

Some of my matches have been successful.

It is a little confusing how the site figures out [the matches], because it says you are matched with the roommates a certain percentage, [while the roommates] match you a [different] percentage. Some of [the matches] seemed right, but one guy was completely off and I knew we would not get along.”

Bookman said that the site has been somewhat successful for her, but she found some of the questions posed by the survey to be unimportant to her search for a roommate.

“I thought the questions on the site were kind of odd,” Bookman said. “There was one about how often you prefer your roommate to shower. I guess I was kind of matched successfully; [none of the profiles] have been really ‘out there.’”

Romani said it is important to him that he knows his roommate before the first day of school.

“I want to choose my roommate before school so there is no awkwardness,” Romani said. “I don’t want to show up the first day and say, ‘Hey, I’m Cody, and we are living together for the next year.’ It would be nice to get to know them during [the] summer so that [we] kind of have a friendship and can show up the first day and start living the college life and hav[ing] fun.”

Bookman said that choosing her roommate

before school is important to her because she wants to make sure she can communicate with and connect to whoever it is.

“I want to make sure it is someone who I at least know,” Bookman said. “It would be nice to talk to [my roommate] and be sure we have something in common, and we can talk before [school starts] to match room stuff.”

Thibodeau said he agreed that it is important to choose who to live with during the first year of college.

“Not knowing who you’ll be sharing a room with for a year is a major concern for incoming students,” Thibodeau said. “Even simple things like buying dorm accessories are easier when you know you and your roommate like the same things. You can decide who will bring what, who would rather have the bottom bunk and what type of music you’re both cool with blasting at 11 p.m. on a Tuesday. At the end of the day, you should be able to choose who you want to share your dorm room with for a year.”

Romani said his interest in the site came from his awareness of the fact that it was created by college students.

“I created an account just to see who I would be matched with,” Romani said. “I wanted to see what questions they would ask since it is a student-run website. Clearly, an important part of college is going out and having fun; the school survey is not going to ask if students go out and party, while a different website will.

That is a factor [that affects] getting along with someone.”

Bookman said she created her account simply to find more people with which she can connect in order to in order to find a roommate that matches her personality.

“I thought it was a good way to put my name out there that I was still looking for a roommate,” Bookman said. “I haven’t really messaged that many people on it; I am kind of waiting for them to message me because I don’t know how to choose.”

Bookman said that the website has been helpful in giving her names of people that she could potentially connect with.

“I have waited for a couple of people to message me,” Bookman said. “It’s just been a good way to know who to look for. I am mainly using Facebook, but [URoomSurf] is a good place to find names, at least.”

Romani said he is just looking for someone with which he can enjoy spending time.

“I am looking for someone who is accepting of other views and is not judgmental,” Romani said. “If [I] want to go out and have fun, [a roommate shouldn’t] have a problem with it and [should] want to also.”

What is URoomSurf.com?

4Over 700 different colleges represented 4Nearly 40,000 registered users 4Founded by University of Miami alumni (Justin Gaither, 24, and Dan Thibodeau, 23) in 2009 4Registering for an account is free.

This allows you to look at users’ profiles within your selected college network.

4Roommate matching and messaging tools are offered as part of two accounts: URoomSurfBasic ($4.95) and URoomSurfPlus ($9.95 or an additional $4.95 as an upgrade from URoomSurfBasic).

4Messaging services offered are instant messaging, chatrooms, email-style inboxes and video-chat (coming soon) 4Opportunity to post profile picture, self-description, planned college activities, intended major, preferred housing plans and general interests

PAGE 6 | EDITORIAL

Views

Chronicle Policy

The Chronicle is the official student newspaper of William Mason High School.

The Chronicle is produced by students enrolled in Journalism I, II and III. Editorials reflect the staff’s opinion but do not neccesarily reflect the opinions of the school administration or the Mason City School District.

The Chronicle is published monthly. Call 398-5025 ext.

33106 for information regarding advertising in The Chronicle. The Chronicle reserves the right to refuse advertising we deem inappropriate for a high school publication.

As an open forum for students, letters to the editor are welcome, but are subject to be edited for length, libel, obscentiy, clarity and poor taste. Letters to the editor may be dropped off in room C106 and must be signed.

The Chronicle is a member of The Columbia Scholastic Press Association, The National Scholastic Press Association, Quill and Scroll International Honorary Society for High School Journalists and the Journalism Association for Ohio Schools.

Contact Information The Chronicle William Mason High School 6100 S. Mason Montgomery Rd. Mason, Ohio 45040 398-5025

The Chronicle Staff Editor In Chief Alyssa Howard Associate Editor Ellen Duffer Business/Circulation Manager Griffin Frank Technical and Graphic Manager Caleb Schowalter Staff Writers Jami Bechard Jordan Berger Tony DeLotell Rachel Giesel Julia Halpin Ian Howard Janica Kaneshiro Jessica Kantor Trevor Maxim Cady Meece Kris Ogungbemi Beena Raghavendran Carlie Sack Rachel Schowalter Danielle Simms Janie Simonton Samantha Stulen Adviser Mr. Dale Conner

FRIDAY, APRIL 23, 2010 | THE CHRONICLE

Round Table

In what ways do young people answer the call of duty?

photo by Samantha Stulen

From left to right: Kushant Sunkara, David Mintz, Cody Rutowski, Nicole Huser, Laura Davis, Soula Hiros.

The Round Table is a forum-based discussion. The students picked for this edition were selected due to their opinionated natures. To be involved in the Round Table, please contact The Chronicle in room C106.

Kushant Sunkara

David Mintz

Cody Rutowski

Nicole Huser

Laura Davis

Soula Hiros

Junior “I think that people answer the call of duty by enlisting [in] the army [or] navy. However, I believe that they are doing so more for their own personal education [than for] national pride.

I think that people join the military to gain experience in logistics [or] engineering more than [they do because of] an overwhelming feeling to die for one’s country.”

Junior “Our generation’s call of duty is not a military one, but instead our call of duty is to be active participants in our government. One of the great benefits of living in a democracy such as ours is that we have the rights to voice our opinions, but we also have the responsibility to vote and be knowledgeable about what is going on in our government. As my old friend Thomas Jefferson once said, ‘We in America do not have government by the majority. We have government by the majority who participate.’”

Senior “Members of our generation answer the call of duty very willingly and enthusiastically. I know very few people who intend to enter the military service, but [those who do] intend to enlist [do it] because they truly want to. Our society does not pressure [its citizens] to enlist.

Instead, it rewards those who do with the utmost respect and admiration.”

Freshman “Our generation seems to answer the call of duty even more than generations in our past.

More people our age feel compelled to join the military, and...have that feeling of patriotic duty.

There’s [even] a program at our school for teens that want to go into the military. ...I know multiple people that hope to become a part of the countless Americans that protect our country.”

Senior “Our generation has taken advantage of the somewhat non-traditional routes of serving in the armed forces, such as becoming a nurse or doctor for the military or doing research or engineering work. Though there are still those who are willing to put their lives on the line in combat, we have learned how to use our skills in other areas as well and to make the most of all the diverse strengths we have.”

Sophomore “Many people are signing up for the military because of many reasons. Our country is great and our generation [has] great pride for our country and wants to defend it. [Since the economy is in a crisis], signing up for the military it gives us relief that we will [be] guaranteed pay and a job. Also, if you are in the military for a certain amount of time, the military may also pay for your college [tuition].”

-Compiled by Samantha Stulen

Staff Editorial Consider changing habits to make easy green efforts as Earth Day approaches It’s easy being green.

Don’t believe me? Recall the advertisements you see with the words “organic,” “environmentally friendly,” “natural” or “recyclable.” If neither those nor the soothing color green usually accompanying them doesn’t spur you to buy the local supermarket’s stock of organic items, you’re probably one of the few skeptics of America’s “green” campaign.

Loosely defined as “different ways of saving the planet,” “going green” has become a chic trend around the nation. The United States’ movement to a greener country started in the 1970s, and with the establishment of the Green Party and other similar environmentalist groups around the world, it isn’t getting any smaller. Since then, numerous organizations have sprung up around the country, with products selling based on a “greener” chemicals or professing to dispose of them with “environmentally friendly” methods.

It seems like the older we get, the more obsessed our culture becomes with making sure our earth survives a few more generations.

But are our efforts to revolutionize

our country’s environment changing anything?

Think of the prices renovating new energy sources -- a summer job wouldn’t come close to paying for a roof’s worth of shiny solar panels, or a Smart car, for that matter. The costs are ridiculous, hardly prompting people to empty their pockets to make a difference. So Americans, then, are forced to save the planet in the next cheapest way: environmentally friendly products.

Here are the facts: “going green” as we know it helps American industries, or the ones who employ “ecoangst,” a term explained by The New York Times contributing writer Daniel Goleman in his article “The Age of Eco-Angst” as “the moment a new bit of unpleasant ecological information about some product or other plunges us into a moment (or more) of despair at the planet’s condition and the fragility of our place on it.”

It’s no wonder that companies make so much money off their green campaigns. The average American sees the depleting ozone on television, hears about the rising carbon dioxide levels on the news and can’t

help but feel guilty for not pitching in. So people do it in the easiest way they know how -- by purchasing organic products.

But this re-emphasis of our consumerism won’t get us anywhere, and will end up reversing the positive intents of the consumer and reprising a Copenhagen Summit sooner rather than later. The negative effects of this green lifestyle can only be countered by doing the little things, the easy things; these will make a difference, not the usually unattainable, large-scale methods.

Mason High School has already fueled a water bottle revolution -- the clear, flimsy plastic bottles are nearly out of sight, replaced by the durable variety, in multiple colors. Think about the number of landfills our school has reduced by implementing a minor change in our habit.

And that’s only one way we can save the planet. Print on both sides of paper for your English homework; use Tupperware instead of Ziploc sandwich bags for lunch; if it’s a short distance, walk it.

Earth Day doesn’t always have to be about planting a tree, or clearing

out your laundry shelf for a whole new line of organic detergent, or replacing your roof with solar panels, just like “going green” doesn’t have to be limited to consumerism or materialism. It’s all in the little things, the small choices we make, that can build our earth back and keep it around for longer.

CORRECTION

Last issue, The Chronicle made a mistake on page one: photo credits are as follows.

From top: photo by Griffin Frank; photo contributed by WCPO.com; photo by Tony DeLotell

Sports THE CHRONICLE | FRIDAY, APRIL 23, 2010

The Press Box Fans often want to have their say. The Press Box is a forum for Comet fans to voice their opinions on the latest in Mason athletics.

Entering the spring season, Mason is currently trailing Lakota West for the GMC All Sports Trophy. Should our students even care about winning the title after two consecutive wins in the past two years?

“Yes we should care, because no one likes Lakota.”

Mary Vanlandingham Junior

“I think we should care about it. It would be cool to win it for the third straight time.”

Taylor Tribbey Sophomore

“Yes, it would be important. Here at Mason, we always strive to be the best and that’s a pretty good trophy to have.”

Nick Lewis Sophomore

“Yes, school spirit is my number one priority. Senior year ‘10.”

Kevin Baas Senior

SPORTS | PAGE 7

Back Up to Bat Failure motivates student athletes to persevere

Tony DeLotell | Staff Writer In the increasingly competitive world of sports, nearly all athletes have some sort of drive that keeps them going and pushes them to be the best they can be. Some find it in their families, others find it in their community, but seniors Bhavik Modi and Sam Simpson have realized their ambition and inspiration comes from experiencing failure.

Modi made the varsity baseball team this year after being cut his sophomore and junior years. Modi said his lack of experience in the sport was the biggest reason for the coaches passing over him for two years.

“I think it came down to my inexperience in the sport,” Modi said. “I haven’t been playing for very long, so I knew my chances weren’t as good as the people who have been playing baseball their whole lives. After the first year I got cut, I knew I had to work harder, so I started hitting the weight room, getting stronger and trying to develop my skills on the baseball field. Eventually, I got better.”

Modi said after working hard off the field during his sophomore year, he was able to improve to the point that he felt good about his chances of making the team.

“Coming into my junior year, I was much closer to making the team,” Modi said. “After my success during tryouts my junior year I figured, ‘Why not give it one last go?’ [I] gave it one more shot this year and it ended up working out.”

Assistant varsity coach Curt Bly is an active part of the evaluation process before each season.

According to Bly, while Modi did not have the best tryout during his sophomore and junior years, another reason he was cut was due to a lack of open positions on the team.

“In [Modi’s] case, we had a lot of pitching back,” Bly said. “Opportunities were limited, [and Modi] didn’t show [his] best.”

Simpson, while on the baseball team this year as a senior, was also cut from the team his junior year. A poor tryout was the number one reason for being cut, according to Simpson.

“You either have to hit or pitch and I didn’t do any of that,” Simp-

son said.

According to Bly, it is difficult to cut players, but he will offer advice to each one on how to improve his game.

“I always tell a kid that doesn’t make it, ‘If you really want this, don’t let me decide it’s over,’” Bly said. “‘Play in the summer, work at the things we’re looking for, come back next year and give it another shot.’ I can say that, [it] is something I always say, but [it is] something that rarely happens.

A lot of times, especially in the upper level, if [athletes] don’t make it, they choose not to come back. …Bhavik and Sam made the decision [that] they were going to come back and give it another shot.”

Modi said that after being cut from the baseball team during his junior year, he went to Bly for advice on what he should work on to make the team next year.

“When I got cut my junior year, I was like, ‘Wow, I took lessons, I worked hard and I went to every workout,’” Modi said. “‘If that didn’t get me on the team, I don’t know what will.’ Eventually, I talked to Coach Bly and he told me I should come out one more year and see how it goes. It ended up working out on the mound this year for me.” photo by Rachel Schowalter Instead of feeling discouraged Senior Bhavik Modi at bat on the varsity baseball field; Modi was cut for after being cut, Modi said he felt two consecutive years, before making the varsity baseball team this year. even more motivated to better running poles, which is a condibeing cut,” Modi said. “You don’t himself as a player. tioning drill where players sprint take it for granted. A lot of people, “Being told that I wasn’t from foul pole to foul pole. when they make teams, think that qualified to be in the position of “[Getting cut made me push since they’re already on the team making the team really motivated myself with] running,” Simpson they don’t need to work hard or me to get better at [my game], said.

“We had to do 10 poles push themselves to get better. because I knew I could do it,” every practice, so I would just go. I Ultimately, you develop a selfish Modi said. “It just came down to didn’t want to be last.” attitude; eventually, it comes how much work I was willing to Bly said that Simpson and Modi down to understanding what kind put into it.” both did what they needed to do of privilege[s] you [get by] being Like Modi, Simpson said that in tryouts in order to make the on the team, and trying to get the being cut his junior year only team this year. goal of winning as a team instead encouraged him to come back this “Coming in to the tryout, we of your individual statistics.” year and try out again. Simpson didn’t know how much to expect Bly said he was impressed with said that he felt like he needed to from [Simpson], but he had a very the team-oriented attitude that prove his talent to coaches and good tryout,” Bly said.

“He made Modi and Simpson both possess. fellow players alike. [the selection] a difficult decision.

“It’s about the team,” Bly said. “[Getting cut was] the only reaHe really earned the opportunity.

“When we met with them, they son I came back,” Simpson said.

We were impressed with his and were very clear that they wanted “I probably wouldn’t have come with [Modi’s] desire to come back to be a part of it and they would back this year [if I had made the out and have the guts after not do whatever we needed them team last year]. [Getting cut] is making it.” to do, and they’ve held that up. the reason I came back this year. I While the goal is to make the They’ve both been very positive had something to show.” team, Modi said there are some members of the team: no egos, no Simpson said getting cut made positive aspects of not making a attitude, and when they’ve gotten him push himself harder in the team every year. an opportunity, they’ve done the conditioning aspect of the sport.

“Definitely the motivational best that they can.”

For example, he said he makes an factor [was a positive aspect] of extra effort to not finish last while

-Compiled by Tony DeLotell

Team Tracker

photo by Trevor Maxim

The freshman softball team has started the season with an undefeated 5-0 record, as of April 15. Freshman Samantha Hayner said solid teamwork is the reason for the girls’ success. “I think we’re just working really well as a team,” Hayner said. “We always work our hardest.” Hayner said she is optimistic about the team’s performance in the rest of the season. “[I’m looking forward to] our tournaments and...being able to play together and have a winning season,” Hayner said.

The junior varsity boys tennis team started the season with a record of 5-0, as of April 15. Freshman Jared Justice said he attributes the strong start to the balanced talent of the team. “We have a lot of well-rounded players,” Justice said. “We got a lot of great guys this year [from the team] last year.” According to Justice, the team must stay positive to keep momentum. “We [must] have a positive mindset,” Justice said. “If we get negative, then we’ll do worse than we normally do.”

photo by Trevor Maxim

PAGE 8 | SPORTS

FRIDAY, APRIL 23, 2010 | THE CHRONICLE

Athletes travel overseas for new competition Jami Bechard | Staff Writer Janica Kaneshiro | Staff Writer According to Athletic Director Scott Stemple, traveling for athletics gives students experiences that they may not find in a in-school setting and enhances their character (though not all the following traveling athletes were funded by the school). “[Traveling for extracurriculars] helps broaden the students, in terms of [who] they are as a person outside of the classroom, and there are a lot of benefits to that,” Stemple said. “From a mental stand point, [traveling for athletics] enhances discipline, the ability to work with people, competition [and it] holds you more accountable [and] enhances responsibility.”

photo art by Jami Bechard

THE CHRONICLE | FRIDAY, APRIL 23, 2010

PAGE 9

PAGE 10 | SPORTS

FRIDAY, APRIL 23, 2010 | THE CHRONICLE

amanda and Amy allen

Ch@tRoom

What you won’t find on Facebook

The_Chronicle: At the 20-year anniversary of the last Cincinnati Reds playoff appearance, could this be their year?

qBest cure for senioritis: Nerf wars

Sophomore_Matt_Loehr: Yes, they’ve

improved their pitching and the [National League] Central is down.

qBest cure for senioritis: Graduating q Your favorite text message abbreviation: BTW [meaning by the way]

q Your favorite text message abbreviation: presh [meaning precious]

Junior_Shannon_Mays: I think they’re going to do better because they have the new pitcher, Aroldis Chapman.

Senior_Ian_Hill: Probably not, because we’re still in our rebuilding process. We still need to develop our bullpen.

qSoftball would be better if...“we had four strikes instead of three.”

qSoftball would be better if... “it wasn't called softball; guys always make fun of us for that."

Junior_Lexi_Eddy: No, it’s never their year.

We live in Cincinnati.

Senior_Abbey_Thomas: No, because they’re always horrible. People think they’re going to start well, and they screw it up in the end.

q Best YouTube video of 2010 so far: “Forever Young”

Junior_Jacob_Imfeld: I don’t care. It’s the Reds -- I have little faith.

q Best YouTube video of 2010 so far: “Surprise Kitten”

Junior_Cody_Apking: I would say no, because [they] are just starting with a new lineup and they haven’t matured in the game yet.

q At your high school reunion, you will be: a high school math teacher

q At your high school reunion, you will be... with a guy that makes bank

-Compiled by Trevor Maxim

TweetingTwits

q Last thing you bought: a Speedway slushie

q Last thing you bought: a Speedway slushie

thekidet: This elderly woman next to me is listening to a walkman and gettin her groove on.. do what u do sweetheart.

q If you could change the Mason mascot, it would become: Bronco

q If you could change the Mason mascot, it would become: Polar Bear

q You are different from your sister because: “She’s a lot more outgoing.”

q You are different from your sister because... “I’m more outgoing and obnoxious.”

-- The Ohio State University basketball player Evan Turner -As told to Trevor Maxim

-Compiled by Tony DeLotell

SportsRant

Tony DeLotell | Staff Writer

Is this the year for the Cincinnati it’s been a long 20 years for Reds Reds to make the playoffs? fans,Although they should be ready for at least one more A stadium of nearly empty bleachers is common in Great American Ballpark in between Opening Day and the last game. A Cincinnati Reds game has became the refuge of teenagers looking for cheap tickets to something. Is this the year when the Reds will get the first playoff win in 20 years? I’ll answer that question with another question: who cares? Baseball has already taken the backseat to contact sports such as lacrosse and football, but adding a team that consistently loses their games to the equation makes baseball a dead sport in Cincinnati. Would-be fans become numb to the pain of losing and, sooner or later, they stop caring at all.

Even if the Reds start winning a few games, it will not make a significant difference in their attendance or how Cincinnati as a whole feels about them. Whether Mike Leake throws a no-hitter in the World Series will not matter in contrast to the crushed dreams of the last two decades.

Ian Howard | Staff Writer

without a playoff win. Anyone who actually expects a miraculous turnaround this year must be doing so out of mere pity, thinking that they have to break out of the slump eventually, so why not now? I say it is just as likely that this year resembles the past 20. Some point to the promising new pitcher Aroldis Chapman as the catalyst for change in the Reds lineup. But that seems highly unlikely with him still playing for the Reds’ minor league team. I don’t care how well he is pitching in Louisville; that isn’t helping the team win games in Cincinnati. While the goal is for Chapman to work his way up, all the time he spends waiting is time that the Reds are spending falling behind in the National League standings. As it does every year, the enthusiasm for the Reds will fall as the season drags on. This 20 year milestone may become a familiar sensation, with us still discussing the 25-year or even 30-year mark, just as we are now.

Trevor Maxim | Staff Writer

It is a bit depressing to think that the last time the Cincinnati Reds were in the playoffs in 1990, most of the students at Mason High School weren’t even born.

In 1999, they tied the New York Mets for the wild card spot, but lost in a one game playoff. Unfortunately, Reds fans haven’t even had a small taste of playoff contention since then. But in the 20th year since the famous ‘wire-to-wire’ World Series win over the Oakland Athletics, the Reds will finally get back into the playoffs. Despite Jay Bruce’s abysmal start to the season, he will start to hit his groove sometime in May. The team is relying on Joey Votto to be the star, and if he can hit .300 with at least 30 home runs, he’ll have no problem living up to that title. A lot of faith has been placed in Orlando Cabrera to be the team’s number two hitter, which has historically been an elusive spot to fill. The pitching staff has been bolstered with rookie sensation Mike Leake, who is the number five starter, and fireballer Aroldis Chapman when he is inevitably called up from the Minors. The 2010 Reds are putting out one of the most balanced teams in years and should have no problem staying in the playoff hunt deep into September.

photos by Alyssa Howard

PAGE 12 | THE CHRONICLE

FRIDAY, APRIL 23, 2010

THE CHRONICLE | PAGE 13

Junior Kase Corstanje

Senior Gabi Schneider

A “

sk anyone who believes in God, ‘Who is he?’ They don’t know. All they can say is that he’s all-powerful, he’s all-benevolent, he’s all-knowing. But, who is he? I don’t know. So, you can’t conceive him.

There’s no proof that he’s all-powerful, no proof that he’s all-knowing. I am an atheist. [Atheists] don’t believe in God -- that’s the only atheistic ideal. A lot of people confuse being an atheist [to] entail a lot of other stuff, but that’s it. There [are] a lot of other philosophies that embody a non-belief in God. [What I believe] goes along the lines [of the principle that] man lives for his own rational self-interest, and the only purpose of one’s life is to pursue his own happiness. … [I believe] you live for yourself; you don’t live for anyone else. You can help people, but you’re not living for them. …I believe [Jesus] was a person. I don’t believe he had these superpowers; [he] didn’t come back from the dead. I don’t really know the extent of how big he was in history, [but] I do believe he existed.”

Junior Tyler Fewell

I “

believe in the traditional God of Catholicism and Christianity. It means I have a personal relationship with the creator of the universe. I have salvation in heaven and eternal life. It’s not so much through my own works or my own development of faith, but my choosing to accept the gift of salvation that’s offered to me [by God]. I understand little in the scope of God’s existence. …[The] scope in our life is so uninhibited and infinite -- to claim to even understand a small percentage of it is contradictory to the existence of God. I think that the Bible ultimately does answer a lot of the worldly questions that we may have in respect to death, or life, or morality or whatever topics you can think of that someone might have controversy or discussion over. But in respects to the qualities of God, or his entire story, or his plan for me, I know little. [Anyone who accepts God could have] the gift of eternal salvation with the maker of the universe -- the opportunity to have a divine personal relationship that’s more personal than any relationship that we can comprehend in earthly terms, more than husband and wife or father and son. I mean, it’s the creator of the universe. He created you; he created everything you know. And yet he died for you.”

Who is

God? Julia Halpin | Staff Writer

The discussion of religion is one that comes up in almost every conversation.

Whether it’s a science class conversation about Darwinism or a literary analysis in English, religion is an inevitable debate. Under the concept of religion is the idea of God or some sort of belief in an ultimate power.

Various students in Mason High School explain their views on what they truly think of God, who he is or if he even exists.

Junior Saira Daroga

I “

’m a Zoroastrian. In my religion, we believe that a little piece of God is inside you and that’s [what] tells you the difference between right and wrong. …I don’t know if I believe that he’s a person up in this place called heaven [that’s] all powerful. I believe in him as a being. [God is] more of a being in us. I don’t think he’s a physical being, but he’s there. …Basically, God is the good spirit. The devil is definitely not a physical being, but it’s the part in you that tries to tempt you to do wrong. They’re both in your mind, competing. You get to choose between good or evil. A lot of people think that means we believe in two gods, but we don’t. We still only believe in one God, there [are] just two parts of your mind. …God himself isn’t in your mind; it’s a piece of him in everybody. …God is a divine being. He’s what’s driving you to do the right thing. I think he is what created life. …We’re supposed to develop [a personal relationship with God]. It’s more up to the individual to establish a relationship. My relationship, if I have one, isn’t as good as other people’s, but I think there’s something there. … Every person views God a little differently, depending on not only what they’ve been taught, but what they come to see him as over time. …I don’t think there is ever a way you’re going to see God; you just believe. I just have faith that he’s there. I can understand how some people can’t just take it on face value; they have to have proof, [but] I just don’t.”

T

o me, God isn’t a person, not a ‘he’ or a ‘she’ -- God is God. There’s no physical [way] to describe God. …I don’t think God is the ultimate power. …God has some power, but people still have free will and they can still make choices. God is just there, as if needed [as] a guide in any way. I personally think that most people don’t need God as a guide, but, if needed, God is someone that people can turn to. …I feel that people can make their own decisions. God isn’t forcing someone’s path. …There are times where I’ve just felt really connected to something and that there’s really no other explanation besides me looking to God for that, …but I don’t feel [that] all of the time. …I consider myself part of Reform Judaism. …People’s beliefs in God, especially within Reform Judaism, can differ. They’re within certain boundaries, but there’s room for, as we’ve been calling it, a “struggle” with God. There’s room for different belief of how you view [God]. …I don’t think my belief in God [establishes my moral code], but I think my Judaism does have an affect on [it]. My upbringing and all my other outside factors have an impact on it as well. …I just know for a fact that, to me, God isn’t the ultimate power.” “

Sophomore Deepa Patel

I

“

’m Hindu. In our religion, we have multiple gods. But God, for me, is the person who decides what happens in this world, looks over everything that’s happening and does everything for a reason. …

Personally, I think [I believe in more than one God] because one person can’t have all of the qualities of the world. …Different gods have different personalities, and different things that we can look up to [and] different qualities that we can all try to bring into our lives, which is why [I’m] polytheistic. …Every god has different roles. There’s not really one that has all the characteristics, that controls all -- but it’s more of like each one has something significant about them that we should have in our lives, that we should look up to. …I think that God does have control over things that go on because, without that control, I think everything would be a mess. …If anything really bad happens, God will come back down on this earth. God does have control and will oversee what happens and make sure that nothing terribly goes wrong. …[The gods] have different qualities. There are main gods. Those gods are more prominently seen in the religion of Hinduism. …I think for different qualities of life, [for] different characteristics in the world and the universe, each thing has a God, or someone like a God who has control over that [quality]. …Knowing about my religion helps me think of the qualities that my gods have which help me understand what an ideal character is, and I think that helps me become who I should be.”

Sophomore Darakshan Malik

I “

believe there is one God; [I’m] monotheistic. Also, I believe God has no counterparts, no family, no relatives -- no relation to anything at all. God is a superpower, and we are unable to see [him]. I believe that [no one] can portray God in any other ways, such as drawings or any other type of physical image. …God is not a being, and [he’s] just something no one can see or feel. There’s no physical aspect to [God] whatsoever. …I think [God] has infinite power in controlling everything. In my belief, there’s nothing beyond God; there’s nothing stronger than God out there. …He controls everything, the entire universe, anything beyond our mental comprehension. …I definitely believe God has a plan for everyone; this world is just a test for all of us. …It [tests] our faith and [tests] how strong we are, …I’m just here to do what I think [God] wants. …I believe God is everything.

God has made us. I believe he’s in all of us and he can read [and] see everything. He knows everything that’s going on at all times. Everyone, inside of them[selves], knows that there is something there that controls the world, whether they believe it’s God or anything else. I just believe those people need a little bit more time to grasp an understanding and to find their inner relationship with God.”

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PAGE 16 | FEATURE

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Beauty truly is in the eye of the beholder

photo art by Caleb Schowalter

Ellen Duffer | Associate Editor Beauty is not constant: upon crossing the border into a foreign country, perceptions of beauty are noticeably different from those in America, according to senior Corina Marziano, who was born in Caracas, Venezuela.

In Hispanic cultures, being beautiful is not only attributed to physical characteristics, but also to poise, Marziano said: the most attractive women in Venezuela are those who don’t fear displaying their comfort in their beauty.

“The most beautiful people have things out of the ordinary. If you have lighter color eyes or lighter color skin, I feel like that’s considered more beautiful. Features-wise, I know Indian people say big eyes are really nice.”

“Women [in Venezuela are] all very confident in themselves,” Marziano said. “It’s easy to portray beauty with confidence in yourself. ...Here, you’re not used to seeing a woman walk down a street owning it and knowing that she’s beautiful.”

There are, however, some physical elements that are emphasized in Hispanic culture to accentuate visible self-confidence, according to Marziano.

“[Chinese schools] don’t want kids to be focused on physical beauty. [Focus is on] internal beauty, more than anything. And, definitely, education is a big part of every Chinese [person’s] life. If you can’t do well in school, you don’t have much of a future in front of you.” “[Men in Venezuela] really like the long legs, the skirt and the heels,” Marziano said.

Senior Laura Soria said when visiting Ecuador, where her parents are from, she noticed that the “beautiful” women there are openly sensual and embrace clothing silhouettes that highlight, instead of hide, various features of the body. “[In Ecuador, people] very much like how women are supposed to be -- shapely...a healthy weight,” Soria said. “With a lot of Latino talk shows, the women will dress very sensual[ly]: they’ll actually have cleavage, they’ll wear bright colors. They’re very into being very feminine, very flattering.”

“All the places have something interesting [regarding physical beauty]; [it] doesn’t matter where you’re from.

You’ll always have something that can be beautiful.”

Junior Jenny Liao said she has seen different perceptions of beauty in China, where she was born and lived for over seven years. Liao said that Chinese culture does not encourage an emphasis

on outer beauty, as it chooses to instead instill a focus on education. School administrations go so far as to punish students who visit nail and hair salons, Liao said.

“Besides doing their hair, sometimes [students will] do makeup a little bit,” Liao said. “[But], teachers discourage [students going to salons]. It depends on what school you go to, but [students] can get in trouble for wearing makeup.

[Chinese schools] don’t want kids to be focused on physical beauty. [Focus is on] internal beauty, more than anything. And, definitely, education is a big part of every Chinese [person’s] life. If you can’t do well in school, you don’t have much of a future in front of you.”

Adults in China, Liao said, recognize that the education system, not physical beauty, opens many opportunities for students’ careers, which will secure them a successful adult life.

“For [people in China], caring about style...doesn’t make you pretty,” Liao said. “If you are smart and you study really hard, you’re the girl that [adults] want married to their family.”

Indian culture, however, prizes many uncommon physical features, according to senior Sneha Kolli, who was born in southern India and lived there for five years.

“The most beautiful people have things out of the ordinary,” Kolli said. “If you have lighter color eyes or lighter color skin, I feel like that’s considered more beautiful. Features-wise, I know Indian people say big eyes are really nice.”

Beauty products designed to gradually lighten the skin are marketed across India, attempting to access the demographic that is active in its pursuit of beauty, according to Kolli. “[Indian stores] have certain things you can take baths with, like powders, that will supposedly keep your skin nicer looking,” Kolli said. “[A skinlightening product is] Fair & Lovely: it’s a beauty cream that’s meant to make girls fair. Now, they have it for men, too -- it’s called Fair & Handsome.

Everything is endorsed by huge celebrities.”

The entertainment industry in Georgia, according to sophomore Mancho Khakhnelidze, who has lived in both Georgia and Russia, effectively determines the specifics of beauty, because those who are deemed naturally beautiful are selected to participate in the filming of widely-distributed movies.

“If you live in Georgia and you’re [naturally] pretty, [people] offer you [roles] in shows and movies,” Khakhnelidze said. “If you’re pretty or outgoing and are involved in shows and movies, a lot of people get to know you. [Then,] people that try to be beautiful [will mimic] people with natural beauty.”

Naturally attractive features are revered in Russia and Georgia, because an emphasis is placed on character instead of looks, Khakhnelidze said.

“In Georgia, they like everything natural,” Khakhnelidze said. “If you have plastic surgery and you’re pretty, they don’t ask, but they’re like, ‘Oh, she [had] nose surgery done.’ In Russia, it’s the same thing. People don’t really look at what you look like: it’s about your personality.”

Beauty is found in keeping looks natural in Nigeria, as well, according to senior Amara Agomuo, whose parents are from the country. While light skin and eyes are viewed as beautiful and clothes are created to show off naturally occurring curves in the body, women usually choose to focus on bettering their manners and poise, Agomuo said.

“Mannerism is a big thing,” Agomuo said. “You can’t just have somebody who’s pretty: they need to make sure they’re a nice, polite lady.”

Junior Cecilia Lopez Gonzalez, from Huehuetenango, Guatemala, said that in any part of the world, every person will always possess features that are physically beautiful, because there will always be something culturally unique about them.

“All the places have something interesting [regarding physical beauty]; [it] doesn’t matter where you’re from,” Lopez Gonzalez said. “You’ll always have something that can be beautiful.”

FRIDAY, APRIL 23, 2010 | THE CHRONICLE Your prom etiquette guide

Numerous questions must be answered before prom night Rachel Giesel | Staff Writer The most crucial requirement for prom is the proper etiquette, a tradition that should still be followed today, according to junior Ellie Thieken, a co-chairman of Prom Committee. While every individual’s prom will be personally unique, Thieken said, there are some key unwritten laws that should be followed in order to have a successful prom night.

Who pays the BILL?

Junior Thomas Peters “The girl should be asked by the guy and he should pay for her, even if they’re going as friends, because it is a generous thing to do. ...She should be treated like a woman.”

Junior Erich Myers “The guy should definitely pay. The girl is always looking better, let’s be honest, so the guy should pay to make up for the inadequate difference.”

Junior Alyssa Zeltwanger “That’s how it’s always been; guys are supposed to take care of girls. [But,] I think it depends on the circumstance. Guys should usually pay, but maybe if you’re going as friends you could split it.”

Junior Ellie Thieken “Be a gentleman; pay for things. The guy always has to pay for everything.”

Who does the ASKING?

Junior Ellie Thieken “The guy always asks the girl to marry him, he’s got to ask her to prom, ask her to be his girlfriend. It’s just tradition.”

Sophomore Haley Haffner “I think the guy should ask, but if a girl asks a guy, it’s not a big deal.”

Senior Emily May “Any guy should plan it all out. When the guy asks his date, it should be cute and romantic. He should be the one to make all the decisions in order to make prom night magical for the girl.”

Senior David Fulcher “I think anybody should ask. Don’t be selfish about it; if you like [someone], then ask.”

Freshman Brittany Brascum “Usually the boy [will ask], but it’s assumed [that a couple is going to prom together] if [they] are already dating.”

Junior Matt Bertrams “I think the guy should ask because that’s the way it is. That’s how it’s supposed to be.”

How do you ACT?

Junior Brooke Harville “If you’re going through the effort to wear a dress and a tux, you should go [to a restaurant] that matches. It shouldn’t have a drive-through.”

Senior Ian Gregory Hill “I would be a gentleman and treat my date as the beautiful person she is. I expect my date to have fun.”

Junior Lawson Wishard “Tell her she looks beautiful. Then I would open the car door for her, open the door at dinner, tell her [that] her eyes are like stars in the sky [and that] she’s the best ever.”

Senior Daniel Cayse “I will open all doors, buy her dinner and flowers, pull the chair back so she can sit in it, be polite and say hello to her dad.”

What do you WEAR?

Senior Anastasia Kachva “[A short dress is] not what I consider prom attire. When I think about prom, I think about the long dress and the nice tuxedo.

You can’t wear a little short dress to prom, especially when you’re dancing. It’s just tradition for me [to wear a long dress].”

Junior Alyssa Zeltwanger “Longer dresses are more for prom and shorter dresses are more for homecoming.”

Senior Megan Izumi “I think anything you’d let your grandma see is appropriate to wear for prom.”

Junior Ellie Thieken “I think the lady should actually [buy the corsage]. We have better flower picking [skills]. Guys don’t really know their [flowers].”

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FRIDAY, APRIL 23, 2010 | THE CHRONICLE

Perceptions of true manhood change in younger generations Ian Howard | Staff Writer The characteristics that make up true manhood have gradually changed in the minds of young men over the past few generations, through the shifting the media, according to World War II veteran and Mason High School volunteer Vick Carman. Carman said the attributes of manhood are related to a male’s personality.

“I think compassion…[and] leadership [are] important in whatever area [a real man is] in,” Carman said. “Knowledge is important to help him get to whatever field he’s going to be in. …[A real man needs to be] agreeable, because

you have to be agreeable when you’re dealing with your classmates, and later on when you’re getting engaged or married. …You have to get along with others.”

MHS American history teacher Darin Little said that he can pigeonhole manhood with two simpler traits.

“The two most important characteristics [in manhood] are integrity [and] honesty; you need to be a trustworthy individual,” Little said.

While Little and Carman believe that most attributes of manhood are related to personality, sophomore David Baker said that he believes that manliness is characterized by a male’s boldness. “[In order to be a real man] you have to have [guts], you have to have

photos by Ian Howard

character, you have to have confidence, you have to be kind of cocky and you have to carry yourself like a winner,” Baker said.

According to junior Matt Richardson, physical strength is not as important as chivalry and romance.

“A real man has bravery and a soft side for the ladies,” Richardson said.

However, Little said that he understands why young men could have these insights.

“When you’re a single person and you’re younger, the only person that you have to look out for is yourself,” Little said. “I think once you get married and start having children, [a man’s] perspective on life really starts to change.”

Junior Patrick Turner said true manhood is not an unattainable, but is rather commonplace for all men.

“It’s been the American dream to grow up, have a family, get a job; it’s a routine, I guess, for all [men],” Turner said.

Carman said that he believes that men who take care of their family are the same kinds of men that when illustrated in the media aid young men in their discovery of manhood.

“The most important thing was that [older shows] had a good moral lesson for their children and they held the children accountable if they did something wrong,” Carman said.

Carman said though that these aspects were present in television shows, such as The Andy Griffith Show and The Bill Cosby Show, they have almost disappeared from modern television. “[Some current television] programs belittle the man or the husband, like Everybody Loves Raymond,” Carman said.

While media influence may have successfully guided many young boys to manhood in the past, freshman Weizhen Huang said that

he can see through the moralistic, and often perfect men, presented in today’s sitcoms.

Huang said he views manhood as a collection of unimportant surface traits.

“All of the television shows show [real men] as superheroes, but that’s not what they’re really like,” Huang said.

For boys who do not have any male figures in their lives except those they see in the media, their perceptions of manhood become skewed by the sometimes negative actions of male celebrities. “[A camp I worked at] brought in a lot of inner-city kids from Cincinnati, Columbus and Dayton and those kids…don’t have very many male role models. So, their perspective of what a man is what they see on TV, with rappers and professional athletes, [which focuses on] material things, violence, music [and] sports.”

Little said that having a good male role model is essential in a boy’s journey to real manhood. Little said that the prominent male figure in his life was his grandfather, who grew up during the Depression, served in World War II and lost a brother in Korea. Little was influenced by his grandfather’s hardships, he said.

“My grandfather’s been faced with a lot of adversity in life and he kind of was my number one role model in helping me understand the importance of being the leader of the family,” Little said.

Despite negativity in the media, the generation of current high school students still has hope to attain true manhood, according to Carman.

“I’m optimistic toward the future [and] that this generation will succeed and be responsible,” Carman said.

Calculator gaming a hidden source of classroom entertainment

Janie Simonton | Staff Writer

Covert operations aren’t just confined to the CIA and FBI anymore, according to senior Chase Cavanna. The secrecy of in-class calculator gaming makes playing more appealing, he said.

“I love [the sneakiness],” Cavanna said. “It makes it...more fun. [The] teachers kind of know something’s up, but they’re not sure, so if they walk by, you can always hit [the] clear [button], so they don’t know.”

The games played in class, however, aren’t like the tic-tac-toes and M.A.S.H. of childhood, according to Honors Pre-Calculus teacher Johnothon Sauer, who said that Frogger is one of the more impressive games he’s seen. And Cavanna said his plethora of games definitely isn’t a collection that can be played with pen and paper. “[I have] Galaga, Snake, Pac-Man and Super Mario,” Cavanna said.

Senior Jeff Breig, who said he used to program and run games on his calculator, said that he, like Cavanna, also has had non-math-related games on his calculator.

“I had Grand Theft Auto on my calculator

once,” Breig said.

Breig said that in-class gaming can be a fun escape during a class in which the student already feels comfortable with the material.

“It’s kind of cool to sit in class and just play a game if you already know what you’re learning that day,” Breig said.

Teachers don’t necessarily appreciate the slyness of gaming as much as students do, though, according to Sauer. He said he doesn’t mind a little gaming in the free time at the end of class, but he doesn’t appreciate it when his students game during lessons.

“If [kids are gaming] in the middle of us trying to learn something, and [they are] supposed to be working with [their] group on an activity or if I’m up at the board delivering information, then it’s rude,” Sauer said. “[It’s equivalent to] people with their iPods in their ears, or kids who are texting and ignoring you.”

Statistics teacher Stephen Mays said he also compares gaming students to those with their headphones, but he will only say something to students if it becomes a “chronic” issue, because the responsibility to maintain good study habits will soon be theirs.

“A lot of my students...[are] less than a year

away from college,” Mays said. “[Sometimes I let gaming slide because] the decisions [they] make are the ones [they are] going to have to live with.”

Sauer said that the clear-all button, which is what a teacher used to delete Cavanna’s game collection in middle school, doesn’t work all the time, however.

“Some of the calculators have [a] protection program, so you can’t get to [the games],” Sauer said. “Instead, you take [a] little screwdriver…and [remove] the lithium battery that’s in the back of the calculator. Everything gets erased, including the little protection program.

Not that I would ever do that, of course.”

Sauer said he doubts that some teachers at the school even know the secret world of calculator gaming exists.

“I’d be willing to bet that there are a number of teachers in the building who don’t even realize that you can play Frogger on your TI-84,” Sauer said. “[Calculator gaming is] definitely easier [for kids to hide from teachers] because [teachers assume,] ‘Oh, it’s a calculator, they must be doing their math work.’ Yeah, right.” photo by Janie Simonton

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