Issue 8 2015-16

THE

PROSPECTOR

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different experiences

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enior Veronica Boratyn was just hoping to get deferred. She didn’t want to get her hopes up, but when she refreshed her screen at 4 p.m. on Dec. 15 and opened the status update, a dancing bulldog and a big “Congratulations” popped up. She has been accepted as a part of the 6.27 percent of applicants who were accepted to the Yale University Class of 2020.

She immediately told her parents and her sister, a junior at the University of Michigan. Her sister then told her roommate and everyone in her dorm hall, making Boratyn “a little bit of a celebrity for five minutes.”

“Still sometimes I think my application got stuck to the back of somebody else’s, and I slipped through the cracks,” Boratyn said.

Particularly with Ivy League universities, there is an upward acceptance trend among this year’s senior class; at least four seniors were admitted to Ivy League schools this year, more than Prospect has ever had, in addition to numerous others at selective schools like Northwestern, University of Chicago and Notre Dame.

While elite college admission rates have been plummeting recently, with Stanford hitting a record-low 4.69 percent acceptance rate this year, students, teachers and parents alike are left viewing

VOLUME 55, ISSUE 8

the admissions process as a lottery.

Unfortunately, many, like 2014 graduate Matt McPartlin, end up on the losing side.

Growing up, McPartlin aimed to become part of the next generation of McPartlins to attend the University of Notre Dame.

His great-grandfather was an All-American pole vaulter there, his grandfather was football player there and his mother went to St. Mary’s College, an all-girls school across the street.

However, that dream crumbled with one rejection letter from Notre Dame during the spring of his senior year.

“I was just completely devastated,” McPartlin said. “I was pissed off. I just did not really want to go to anywhere else but Notre Dame.

I had kind of turned it into this almost paradise, [this] ultimate goal.”

McPartlin is now a sophomore at Indiana University, and he thoroughly enjoys being a Hoosier. In retrospect, he believes the main reason he was rejected from Notre Dame, which had an 18.3 percent acceptance rate this year, is because his grades took a hit as a result of a six-month absence from school due to an illness and his heavy involvement in The U, basketball and volleyball.

“I think colleges should put a lot more weight on the kids who are heavily involved,” McPartlin said.

“I think you get more value out of a kid who is willing to take a 10th of a point off of his or her GPA and then be involved in three different groups. I think that gives you a much more well-rounded student, socially and academically.”

FRIDAY, APRIL 15, 2016

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Going all in

BY SHREYA THAKKAR Editor-in-Chief

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Gambling on selective college admissions

THE VOICE OF PROSPECT HIGH SCHOOL SINCE 1959

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“Prospect is doing a lot of things right, and if you do a lot of things right for many years, eventually luck meets preparation and good things [happen].”

Veronica Boraytn, senior

THE PERFECT HAND: With selective college admission rates dropping each year, there is no guaranteed method of getting into schools such as Stanford University, the University of Notre Dame and those in the Ivy League. However, many students aim for a perfect GPA, outstanding standardized test scores and many extracurriculars. (photo by Cassidy Selep) For Boratyn, she believes achieving a healthy balance between academics and extracurriculars is key. Following what she is passionate about is what led her to an acceptance to Yale.

However, she didn’t always have this balance, particularly her freshman year when she joined activities just to pad her résumé.

“I realized [that] … you can’t really live your life trying to impress an imaginary committee,” Boratyn said. “I think if you pursue prestige and pursue accolades, you’re going to end up with an empty life.”

Boratyn believes narrowing down her activities to focus on

those she cared about actually gave her a leg up in the admissions process.

“Once I started focusing all of my time on the two things I really enjoyed and was passionate about, [speech team and robotics], I think that’s where I had an advantage in the college admissions game,” Boratyn said. “I think I was really passionate about [them] and could write about [them]. And I was totally OK with spending hundreds of hours over the summer working on robotics projects because it was something I enjoyed.”

Being able to write captivating essays about activities, experienc-

es and personal stories is also a crucial part of the application process, according to College Counselor Diane Bourn. Beyond that, she believes it’s a “numbers game” because there are numerous applicants for few spots.

“I don’t know that you can say, ‘If I’m going to do this, then I can definitely get in,’ because I think year to year those schools are looking for a different kind of student that’s going to fill their class [each year],” Bourn said. “So you might have had exactly what they were looking for last year, and this year See ADMISSIONS, page 2

Administration plans 2016-17 pool usage for PE classes

BY GRACE BERRY Associate Editor-in-Chief Next year every physical education (PE) class will have to swim, including dance and weight lifting, according to Jovan Lazarevic, Assistant Principal of Career and Technical Education. Everyone has to take swimming because the state requires swimming to be taught in PE for every school that has swimming facilities.

Prospect’s new pool will open Aug. 8. The construction is progressing on schedule and will be finished sometime in mid-July. At this point, the walls are partially constructed and the concrete has been poured in the foundation of the building.

As soon as construction is finished, the pool will need to be aired for a couple weeks.

The chemicals used in sealing the pool are very strong because they have to make sure the bottom of the pool will not wear away from the water.

The Prospect swim and water polo teams will benefit from the pool because they will not have to travel to Wheeling anymore for practice. The pool will be shared with the Hersey teams as well.

As of now, Lazarevic says each PE class will be scheduled in the pool for three to four weeks per school year, but he’s not sure if

CONSTRUCTION: The pool’s construction is underway. The walls have been constructed and the concrete has been poured in the bottom of the building. The pool will classes will be in the pool only on certain days or every day during this period. Lazarevic just wants to make sure that pool is utilized every period to maximize use.

Students will first be tested on their swimming skills. This test will most likely

be based on the Red Cross Swim to Safety curriculum. If students pass the test, they will move on to learning more advanced strokes and participating in water activities and games. The students that fail the test will have to work with their teacher on the

basics of swimming.

Eventually, the goal is for freshmen PE classes to teach strokes and basic skills while the other PE classes do more fitness-based activities in the pool. But ultimately Lazarevic says the curriculum for each class will depend on the skill level of each class.

If everyone in a class can pass the basic swim test, the class will move on, but if the class is split on skill level, then it will be up to the teacher to decide what to do with the class.

“Our goal is to make sure you’re safe in the water,” Lazarevic said “If [students] happen to get into a situation where they have to swim, we want to make sure they can.”

Lazarevic and PE teachers will be visiting Elk Grove and Buffalo Grove’s pools within the next month to talk to their PE teachers and learn from their expertise on the swimming curriculum and how best to run these classes.

There will be an aid in the pool next year, helping the teachers when needed and making sure everyone is safe. The aid might help teach basic skills of swimming to part of the class while the teacher is working with another group of kids or is supervising another a group playing a game like water polo.

See CONSTRUCTION, page 3

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News

April 15, 2016

prospectornow.com

DECA state success makes school history sophomore Grace Kho; junior Kate Ponzi and seniors Jonathan Ampalloor, Jacob Lomazov, Katy Ryan, Zach Hittie and Mercedes Walter.

Beer, the only member to have been on the team for all four years

BY AMBER ALERTA of high school, has seen a great News Editor amount of growth within the proor senior Evan Beer, gram.

The number of members and this year’s grand awards ceremony at the DECA qualifiers for internationals has state competition is something increased throughout the years, going from about he’ll never forget.

Beer qualified “I’m really lucky because four people attending interfor internationthrough the year’s I’ve nationals last als in Nashville, year to eight this Tennessee, for the been here, I’ve gotten year. first time after to see how our club has Prospect’s placing in the top DECA chapter 10 in his event, grown and how we’re started in 2011 Quick Serve a lot better off than we after Beer’s Restaurant Manbrother, Erich, agement. Beer felt were four years ago.” spoke with their proud to represent father, who runs Prospect and have the DECA proeveryone who Evan Beer, senior gram at Maine competed at state South High hear his name beSchool, about bringing it to Prosing announced for his event.

Beer isn’t the only one to repre- pect.

Erich created the chapter with sent Prospect. This year, Prospect has the most students qualifying today’s DECA advisors Paul Henfor internationals in its five year nig and Cathy Fortuna and was in history. Qualifiers include Beer; the program for one year before

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SERIOUS BUSINESS:

DECA-RATED:

graduating his senior year.

Evan arrived the next year ready to follow in his brother’s footsteps.

“In that first year, the Prospect DECA club was just kind of winging it,” Evan said. “I’m really lucky because through the year’s I’ve been here, I’ve gotten to see how our club has grown and how we’re a lot better off than we were four years ago.”

As the chapter has developed over the years, so have the members.

This is evident through Evan and senior Zach Hittie. Evan and Hittie, who placed first in their events, attribute their success to being more experienced and to the time they spend practicng.

With long breaks in between the regional, state and international competitions, Hittie, along with other members, found much of his success at state after practicing roleplays (see “DECA deciphered”) with Fortuna and taking practice economics tests given to him on the club’s Schoology page by the advisors.

“Last year, I went into state and just kind of winged it,” Hittie said. “Whereas this year I actually prepared a little more for it and just having the experience of last year kind of told me what I need to improve on this year.”

While Evan and Hittie have both experienced individual success within the chapter, the team as a whole has become more successful every year.

According to Evan, the team’s achievements can be ascribed to everyone’s added time and effort

DECA deciphered DECA is a business club that focuses on marketing, • Roleplay: Members are given a business situation

• Cluster Exam: A 100 question test taken at com • Economics Exam: A 100 question assessment

• Grand Awards: • Internationals:

into making the program stronger, as well as the influx of new members that join DECA every year. Evan hopes that as the club becomes more popular, students who take business classes at Prospect will choose to join the chapter early in high school.

“Even though I’ve seen DECA grow immensely in the past four

ADMISSIONS: Admits face decisions Accepted

lieve that everything will work itself out, and you have to make the best of you don’t.” whatever situation you’ve been dealt.’

For those facing rejections from … It’s really the peotheir dream school, ple and what you do McPartlin explains your time on “You just have to believe with that although it may campus that really feel horrible, everythat everything will determines your colthing will work itself lege experience.” work itself out, and you out.

As for the inhave to make the best “Getting rejected crease in admission is horrible. It’s a horof whatever situation for Prospect seniors, rible thing. I think the Boratyn has one theyou’ve been dealt. ...

It’s best thing is underory. standing that, whethreally the people and “I think Proser you believe it or pect is very conduwhat you do with your not,” McPartlin said. cive in getting kids time on campus that “I think it was a great into more selective thing that I didn’t really determines your schools just because get into Notre Dame. of all the [supportive college experience.”

I don’t think that I teachers and counselwould have been as ors],” Boratyn said. happy there. I think Matt McPartlin, “Prospect is doing everything happens a lot of things right, 2014 graduate for a reason. That’s and if you do a lot of what my parents told things right for many me. They said, ‘You years, eventually luck meets preparaknow what, you didn’t get in. There’s tion, and good things [happen].” a reason behind it. You just have to beCONTINUED from front page

Selective college admissions 2007-2016 Enrolled

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years, it’s still relatively new and hasn’t really gotten its full tenure yet,” Evan said. “I think the future looks bright for Prospect DECA because the more [DECA] grows and the more kids who are interested in business go into [the club] earlier, it can get better and better.”

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April 15, 2016

News

3

Dance floor dangerous to Orchesis

BY RYAN MOLINI

Principal’s Advisory Council meetings and pitching the idea of acquiring a new dance Executive Sports Editor floor that has only led to the same conversafter dancing for over six hours tion occurring at the next meeting. in two days, senior Claire MarAccording to Assistant Principal Greg zolf leaped one last time during Minter, the recent addition of a competiorchesis tryouts her sophomore year and tive dance team, which classifies as a sport, landed awkwardly. While collapsing she opens up the opportunity for the funding for sprained her patella tendon, which attaches a new dance floor to come from to athletic the bottom of the kneecap to the shin bone, boosters. Burton is working on discussing sending her to the emergency room. the possibility of a new dance floor with the According to Marzolf, the injury could boosters currently. have been due to landing repeatedly on hard “This is my first attempt,” Burton said. flooring.

“The boosters gave me a request form, so Dance and Orchesis instructor Kris- I’ve been working on that, but we’ll see what tin Burton would like to see some changes happens from there.” made to the flooring of the According to Minter, dance studio. Even though he and Burton have briefly “Jumping on that Marzolf did injure herself in discussed a new dance floor [tile], once you the cafeteria, the dance room but have never seriously has the same tile. considered it because it has [land], there’s no Burton’s main goal is to not been brought up as a negive and nothing have the floor changed so that cessity. it is safer for her students.

Robertson also underunderneath you.”

The dance studio is shared stands the purchasing and

by Orchesis and dance physinstallation would be a maCaylie Milazzo, ical education classes. The jor project and has come up junior room currently has a linowith a temporary option — a leum tile floor, a very hard layer of cork underneath a material that can be found in plastic sheet called marley. the hallways.

Marley is a material that is placed over the According to Burton, this style of floortile during show season to help gain traction ing is perilous to dancers’ feet, toes and legs for the dancers that the school currently and has led dancers such as Marzolf and juuses. However, a cork underlay could be a nior Caylie Milazzo to suffer severe injuries. viable option to use as a source of padding During Milazzo’s sophomore year at the for the dancers that would also be less exstart of Orchesis show season in December, pensive, according to Robertson. she began to experience back pains. After Marzolf has also noticed that other Disthe Orchesis show in February, the pains trict 214 schools such as Rolling Meadows became increasingly worse, leading Milazzo and Hersey have a sprung wood floor or layto get an MRI. She was later diagnosed with er of padding as their flooring in their dance a spinal stress fracture, an injury caused by studios. Marzolf, Robertson and Milazzo constant overuse and strain on the back. have even heard guest choreographers have According to Milazzo, the injury was comment on Prospect’s lack of proper floorpartly because she ignored the pain; how- ing in their dance studio. ever, the tile flooring exacerbated the strain According to Robertson, choreographers on her back. such as Eddy Ocampo have asked the Or“Jumping on that [tile], once you [land], chesis members how they were able to dance there’s no give and nothing underneath on just the Marley placed over the tile. you,” Milazzo said.

Even Burton mentioned that choreogAccording to Milazzo, there needs to be raphers were pretty amazed by the overall a change. layout of the dance room.

Junior and Orchesis members Bridget “Anytime that I have a guest [choreograRobertson has taken action by attending pher] come in, they are shocked by the facil-

A

ity that we have,” Burton said. “They just say, ‘It’s an unsafe [floor] for dancers.’”

According to Robertson, the comments from guest choreographers proves how bad the floor is to dance on.

Burton has done her own research and estimated that a rubber-based marley layer over a cork underlay would cost around $10,000 to $11,000 in order to cover the roughly 1,189 square footage of floor.

Minter has heard from a booster club parent that they were going to put forth a request for dance flooring but doesn’t have confirmation on any agreements made from the booster club because he was unable to attend the last two meetings.

However, according to the “Minutes of February 8’s Meeting,” ideas for big capital projects included, “Treadmills for the fitness center, renovation of the concession stand by football stadium, new bathrooms in field house and update the west end of the field house by the record boards.”

If the request falls under the priorities of the Booster Club, Burton believes a dance floor could be installed by the start of next school year.

CONSTRUCTION: Pool construction underway pect of PE, some students are not.

Junior Aleena Surenian is taking dance next year and isn’t looking forward to swimPE Area Assistant Robert Reibel would like to be this aid for teachers in the pool ming. She thinks it would be hard to be in next year. He would help teach swimming the pool for one period and then feel clean and comfortable enough to be ready for her and supervise students when necessary and next class. She thinks that students can get would also help with maintenance of the the same exercise from pool. other activities in PE and To prepare for this that so many students alposition, he is taking two ready know how to swim classes. One is a Certiand it would be unnecesfied Pool Operator class The pool will open Aug. 8 sary to learn it again. to learn how to maintain Lazarevic said some the pool itself, like how Every gym class will PE teachers are a little to adjust the chemical have to swim, including nervous to teach swimlevels. The second class ming next year because is a Water Safety Instrucclasses like dance and weight none of them have taught tor class to learn how to lifting. it yet. But throughout the teach the strokes and the rest of this school year Red Cross Swim to Safety As of now, each class will be and during the summer, curriculum. in the pool for three to they will learn about the Reibel’s preparafour weeks for the whole curriculum they will tion is different than PE have to teach and how to teachers because they year. keep everyone safe. will be focusing on learnLazarevic is excited ing different types of There will be a swim for the pool because he strokes and curricula for thinks it gives students classes while he is focusanother chance to join ing more on the safety of test for all students. swim if they didn’t want the area and pool. to travel to Wheeling beHe is excited for his new position next year because he thinks fore.

“This is a new piece to the whole PE curthat being able to teach swimming will add riculum and the whole PE department,” Reia lot to the PE curriculum. “[Teaching swimming] adds a skill that bel said. “It’s going to take some feeling out not necessarily a lot of people are comfort- for the students and also for the staff to get able with,” Reibel said. “It’s a good place things going, [but] … I think [having a pool] will be a good thing.” where we can introduce a lifelong skill.”

While Reibel is excited for this new asCONTINUED from front page

Pool update

HARD HATS ONLY: The pool is under construction and will be ready for the next

4

Opinion

April 15, 2016

prospectornow.com

Staff Editorial staff Editors-in-Chief Krzys Chwala Shreya Thakkar Copy Editors Diana Leane Mike Stanford Associate Editors-in-Chief Grace Berry Marci Kiszkiel Online Editor-in-Chief Caroline Binley ONLINE MANAGING EDITOR Alyssa Duetsch Online NEWS Editor Molly Mueller Online A&E Editor Anna Indelli Broadcast Editors Lauren Miller Erin Schultz News Editors Riley Langefeld Amber Alerta Jack Gabriel Opinion Editors Bridgette Jasinski Features Editors Flynn Geraghty Jess Darcy Caley Griebenow In-Depth Editors Jack Ryan Kelsey Philippe Rachel Parks Entertainment Editors Isabelle Rogers Cassidy Delahunty Garrett Strother Kit Fitzgerald Sports Editors Devin Prasad Jack Ankony Ben Dojutrek Ryan Molini Visuals Editor Cassidy Selep Adviser Jason Block Mission Statement The primary purpose of the Prospect High School Prospector is to report news as well as explain its meaning and significance to our readers and the community.

We, the Prospector, hope to inform, entertain and provide a school forum for the unrestricted exchange of ideas and opinions.

The Prospector is published by students in Journalistic Writing courses. Some material is courtesy of MCT Campus High School Newspaper Service.

Advertising For ad rates, call (847) 7185376 (ask for Krzys Chwala or Shreya Thakkar), fax (847) 718-5306 e-mail or write the Prospector, 801 West Kensington Rd., Mount Prospect, IL 60056, prospectornow@gmail.com.

Letters to the Editor Drop off letters to the Prospector in the box in the library, in Rm. 216 or email letters to prospectornow@ gmail.com. All letters must be signed. Limit letters to 400 words.

The Prospector reserves the right to edit letters for style and length.

Myth of senior final exams A

s AP exams and end-ofthe-year activities approach for seniors, senioritis takes its full effect.

But not to worry; as long as seniors have a C or higher in their classes and all of their detentions served by May 20, they are exempt from final exams. This should be a relieving policy for those in their last few weeks at the school.

Beware, however: teachers do not always strictly adhere to this policy.

Instead, some teachers are scheduling cumulative exams that just so happen to have the equivalent weight of the supposedly extinct final exam.

Regardless of what they are called, these exams are for all practical purposes finals.

In AP European History, this mock final will be approximately five percent of students’ final grades, while in AP Calculus BC it will be worth approximately 30 percent after a significant curve.

According to Associate Principal Scott McDermott, this is no more than just standard examination of students, which teachers have the absolute right to do.

“Teachers assess students.

That’s what they do,” McDermott said. “How we phrase it and what we call it is up to the teacher.”

This phrasing, however, leads to inaccurate perceptions of the second semester of senior year.

We, the Prospector, believe students are being deceived by the current contrast between policy and reality. Although

Exempting seniors from -

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cartoon by Veronica Holloway senior finals exemption seems to be a rewarding policy, it serves no purpose and thus should be eliminated.

Abiding by the policy would allow teachers to use remaining time to teach potentially interesting enrichment material instead of reviewing for a more stressful end of high school.

However, we must concede that in AP courses, these “final” exams serve a greater purpose because they can help gauge where a

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student stands prior to AP testing.

According to AP Calculus BC teacher Timothy Will, this gives additional confidence, which is essential to improve performance on the AP test.

“It’s just extra practice under pressure, which is something you have to get used to for the actual [AP test],” Will said.

We agree that this preparation should take precedence over having an easygoing end of the year.

However, this does not apply to non-AP courses, where these “finals” bring about more frustration.

In such cases, students feel deceived for no good reason.

To avoid possible confusion and anger among students, the system should be consistent across all

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courses and levels.

Teachers and administrators should always be up front with students about policies that directly affect the student body. Keeping expectations and reality consistent will provide a foundation for more clear communications going forward.

Letter to the Editor

Disregarding politically ignorant opinions TO THE EDITOR: Is ignorance bliss? Ignorance is defined as “lack of knowledge or information towards a certain subject.” Ignorance in youth is a growing problem in today’s society, as seen on a daily basis.

It has been magnified greatly, especially due to individuals posting their views on social media platforms with lack of consideration for their peers’ responses. As stated in Washington’s Blog, “The ignorance of youth can be chalked up to inexperience, lack of wisdom and immaturity.”

Through our experiences, we grow and challenge our intelligence. Many intelligent students support the ban on Muslims. A wise person would look at history and realize the flawed hypocrisy in this thinking.

None of us would be here if it weren’t for our forefathers emigrating from oppression to freedom.

America is so unique because we are like a tossed salad, each ethnicity and culture bringing its own strengths and talents into the mix.

If Americans are willing to shut out an entire religion simply due to a lack of understanding, it proves that ignorance is a major, growing problem in America.

If we dive further into our history, we can reflect on our relationship with Japan as a concrete experience regarding banning a group of people from the United States. The

American people were threatened by the Japanese, and our response was the Immigration Act of 1924, banning all Japanese immigrants.

This legislation only worsened our relationship with Japan. Learning from this ban, we see that this would not only hurt the innocent Muslims fleeing from violence, but also our relationships with Islam-dominated nations would further deteriorate. It would be wise for us to think about what would really make America great again, and we can do that by examining our history, not the history of Islam.

Along with inexperience, individuals get caught up in their own ideals and suffer from their lack of wisdom. Staying true to our human nature, we tend to stay close-minded towards certain aspects of studies due to our own personal beliefs.

We let our opinions get in the way of actual statistics or choose to ignore hard facts that disprove our beliefs. Once there is a statistic that disproves our ideas, we automatically attempt to discredit it. As we search for answers, we analyze statistics to prove our theory or idea as being correct.

For example, many individuals are biased when it comes to feminism. The concept of feminism sparks controversy within itself, and groups such as “meninists” emerge. Meninists are just a group of males who mock feminism and think that they are above gender inequality.

This group of males think that male superiority is prevalent in society and that women are inferior. As feminism is defined, it is the desire for equal rights for both genders. Many individuals misinterpret the concept of feminism, turning it into something it is not.

A major issue in society where men take advantage of women is sexual assault. Many men sexually abuse women, and this problem is growing in our society as well, with one in five women in college experiencing sexual assault during their time at college.

However, many men feel that this issue is not important and that women are over exaggerating their experiences. Instead of being sympathetic, men attempt to place the blame on the women. What a women wears, what she is acting like or whether she is drinking is no reason for any man to sexually assault her.

Contrary to popular belief, wisdom does not only contain knowledge, but it is also having good judgement. Having a superior intellect is nothing if you don’t have strong ideals to apply it with. Today’s youth is constantly bombarded with obstacles challenging their ideals.

However, ideals cannot be created when you are closed-minded. A level of immaturity can be proposed for those individuals who choose to stay closed-minded because they aren’t allowing themselves to grow,

all connecting back to their lack of experience. The world today is going through constant change, and some people aren’t growing at the same speed.

Ideals expressed in the past are dragged into the present, diminishing new social problems created or choosing to disregard them. A person is not capable of becoming more mature without being susceptible towards change or new studies. Along with immaturity comes lack of empathy; they both go hand in hand.

Ignorance is not bliss. Although many would like to believe it is, we cannot grow as people if we remain ignorant to the world around us. In order to grow as people, we need to learn to be more well rounded, and not so closed-minded.

This is a major problem in our society and especially in our generation. Our generation needs to mature and gain wisdom. Students at our school need to be more cautious before they speak their minds about controversial issues because, more often than not, their opinions are highly offensive to some. Under the First Amendment, you are encouraged to speak your mind, but don’t be ignorant and think that it doesn’t impact the lives of others.

Sincerely, Bridget Robertson and Natalia Dmitruk

prospectornow.com

April 15, 2016

Opinion

5

Relationships sweet, not mandatory T

vinced I’d find my soulmate in high school, here’s no doubt I fell for that or, at the very least, I’d meet someone spedreamy, idealistic portrait paintcial. Thankfully, my 15-year-old ed by teen movies and self can’t read this. She’d be so young adult novels on what the disappointed to learn that we do high-school experience would not, in fact, find our soulmate in supposedly be like long before I high school. Actually, we don’t walked in through door 30 for the find anyone at all. first time my freshman year. One Something that has plagued look across my bookshelf and my mind with insecurity for the you’d see every John Green and past four years is that I’ve nevA.S King novel along with whatBY MARCI KISZKIEL er dated anyone. It started off as ever dystopian teen romance stoAssociate Editor-In-Chief just flat-out confusion as to what ry was relevant at the time.

Seemingly surrounded by stories of beautiful boys and girls finding themselves through tragic romances, I was con-

I was doing wrong but quickly became a fear that I was missing out on something important. For the longest time, I was worried that without some kind of romantic relationship mixed in with my highschool experience, I’d look back on this time and regret it.

However, as graduation nears and I remain single, I’ve realized that all this stress I put on myself to find a decent relationship was completely unnecessary. The pressure to have a serious relationship in high school can make it feel as though it’s practically a graduation requirement. According to hercampus.com, this pressure can come from family members and friends trying to intervene with your love life, the expectation to have a date to prom or the feeling of needing to find someone before it’s “too late.”

However, walking across the stage without experiencing that perfect relationship every ‘80’s has movie promised us doesn’t mean high school has been meaningless or you’ve missed out on a crucial part of life.

It’s easy to feel guilty or rejected when remaining single, by choice or not, through-

High expectations for romance

Diaries 2: Royal

out adolescence because it feels like it’s only happening to you, but in reality high school relationships are not as frequent as they seem. According to the Pew Research Center, 64 percent of teens between the ages of 13 and 17 say they’ve never been in a relationship before. The same study also reports that only 14 percent of teens say they’re currently in relationships they consider to be serious.

Don’t get me wrong. I’m not trying to say that every relationship you have in high school is doomed from the start, but you aren’t alone or going to be single for the rest of your life if your expectations for those relationships don’t follow through.

You also aren’t going to be “behind” everyone else by not having a relationship in high school when it comes to social develop-

What goes up, must come down Happiness grows elusive with age, he and his friends would go for When I was entering sixth Slurpees after practice. So that is grade I discovered I had a passion exactly what we did, and I do not for running. I can recall piling onto think I have ever tasted any beverthe maroon track behind South age as delectable as that Coca-Cola Middle School with a crowd of othSlurpee since. er students and simply This $2.35 Slurpee being told to go run. I is something so small never complained over in comparison to oththe intense exercise. er exciting, complex, What I would comexpensive things that plain about tirelessly tend to put a smile on was that afterwards I my face today. I have would have to take the come to the striking mile and a half trek back home from South. BY BRIDGETTE JASINSKI realization that as I Though there was a Executive Opinion Editor have grown, I have allowed myself to day that I did not have become more easily to take this trek home. stressed and overwhelmed. Things It was the one day my dad finished like worries about college, academwork early and was able to give me ics, occupation, and life in general a ride after practice. The joy that tend to clutter my brain. Consethis day brought me has lasted in quently, my too narrowly-focused my mind since. mind has slowly been building the That alone brought me joy, but inability to allow little things, like what stuck out was that he did not a Slurpee, to have an impact on my take me straight home. We went disposition. to 7-11. He explained that when he Now, it seems simpler to be was young and ran Cross Country,

worried and overwhelmed. It is far more common for people to grow frustrated over academics, work, the cost of attending college (which according to bestvalueschools.com has increased 538% since 1985) and the horrifying thought that Donald Trump may be the next leader of our nation.

With these concerns persistently hindering our minds, it is no wonder why there is increased difficulty in allowing meager things that gave us joy as little kids to have the same impact on our overall happiness as we age.

This increased difficulty in attaining joy by simple means is however not entirely our own fault. It is ingrained in us.

According to evolutionary research conducted by Professor Andrew Oswald at the University of Warwick, happiness functions in a general, parabolic “U” shape.

To put it simply, when you are a small child, happiness is easy to attain. You are practically perpetually pleased by the simplest things.

You get excited over the color green, or you squeal with joy over things like finding the chocolate in the center of your Tootsie-Pop.

ment. You’re getting to know yourself just by interacting with people every day and exploring your interests and talents, so a relationship isn’t necessary in order to develop as a person.

Graduation isn’t the end of life as we know it. Twenty years from now, the last thing on your mind is going to be who you did or didn’t date in high school, unless you happen to be part of the two percent of high school relationships in North America that make it to marriage, according to The Huffington Post. If there’s anything I’ve realized from the past four years, it’s that I’m still young, something surprisingly easy to forget, and I have plenty of time to do what I didn’t get to in high school and to find what I’m really looking for.

As we age, this joy tends to have a steady decline. This decline goes until you hit what is generally referred to as the “midlife crisis” (the bottom of the "U"). Though once you pass this low, as you head into old age, your happiness begins to again increase.

This “U” shape is undoubtedly affected by where people live, economic security, environment and a variety of other factors. Though in general, this pattern of happiness is consistent on a global scale.

However, according to psychologytoday.com, we can alter this “U” shape and make aims to avoid the steady decline from occurring at all by training our minds to do so.

One way is to train your thoughts to reflect optimism. If you look into the past endlessly and question or ridicule yourself for mistakes, then odds are you are going to not only diminish your confidence but also be dissatisfied.

Instead, focus on the present, think of how you grew and learned from your past mistakes, and ponder ambitions for the future as opposed to dwelling on the past.

Another simple method, believe it or not, is writing. Oftentimes, it is difficult to vocalize pain, sadness or worry. However, James

What makes Little Knights happy?

Pennebaker, a psychologist and researcher at the University of Texas at Austin, contends that regular journaling strengthens immune cells, called T-lymphocytes. Writing is a method to release hindering thoughts while allowing them to remain concealed from others around you. It is a silent release that I can say from experience truly works.

For those who are less introverted than I, another method to attain a happier state of mind is through volunteering.

Giving yourself perspective outside of your own problems is a means to make you happier, coupled with the sense of purpose and fulfillment that helping others can provide.

There are a plethora of psychological methods explaining basic things we can do to alter the way our minds have evolutionarily been wired, and through adjustments like these, we can grow happy through simpler means.

Surely there are trials and burdens that will cause us misery in life, but by allowing things like binge-watching Sherlock on Netflix, a Coca-Cola Slurpee or seeing a bunny sitting on your lawn to result in delight, through grueling times we can still allow ourselves joy.

6

Features

April 15, 2016

prospectornow.com

Hollywood appropriates Bollywood

Minority students feel disrespect towards culture from ignorance

HOT SEAT: The girl on the left wears traditional Indian attire while the other girl wears a bindi, a mark worn in the middle of the forehead to represent Indian culture, for unrelated fashion reasons. Senior Bhakti Patel sees this occur frequently; this falls under the term cultural appropriation. (cartoon by Veronica Holloway)

BY DIANA LEANE Copy Editor

L

istening to the day’s lecture left one of World Religions teacher John Camardella’s students determined to change her hair. She had just learned from Camardella about Rastafari, a religion founded in Jamaica that is based on the belief that Jah, the God, will return exiled Africans to their continent. Immediately she second-guessed her choice to wear her hair in dreadlocks.

Camardella’s student three years ago, she originally adopted the hairstyle because she liked how it looked, but after learning about the ‘do’s cultural ties to Rastafari and the biblical figures Samson and Delilah, she turned away from it after feeling she had misrepresented a culture.

While she was initially unaware she had taken from another culture, general awareness and interest in the idea of cultural borrowing has increased dramatically in recent years. According to Google trends, searches for the term “cultural appropriation” have increased by 2,500 percent from April 2012 to April 2016.

While she believes there is no clear-cut definition to cultural appropriation, in an article on Jezebel.com, Fordham University law professor Susan Scafidi defines it as “taking intellectual property, traditional knowledge, cultural expressions or artifacts from someone else’s culture without permission.” Despite the negative undertone in Scafidi’s definition, Camardella believes mixing and appropriating cultures can be done respectfully.

Camardella’s personal example is a tattoo he has on his arm. He was influenced to get the tattoo after taking a religious intensive course in New York City with Marlboro College professor Amer Latif. In the class, Camardella studied the ancient Persian Sufi poet Rumi, whom he had already been a fan of for a long time.

During the last night of the conference, Latif took the students to a temple to hear Rumi’s words recited. Camardella ended up missing the temple for a Mets-Yankees game with his cousin, and when he told Latif why he missed the following day, Latif responded

WE ARE FAMILY: Senior Bhakti Patel (bottom right) poses with her family in traditional dress. (photo courtesy of Bhakti

by reciting in Persian one of Rumi’s poems.

According to Camardella, by reciting the poem, Latif essentially told him that there were many ways to appreciate life, and while Latif went to a temple to do this, Camardella spent time with family. Taking Latif’s message to heart, Camardella decided he would appreciate Rumi and Rumi’s culture by having the poet’s words tattooed on his arm in Arabic.

“I did this mostly for myself,” Camardella said. “It’s a way to honor, I think, the tradition, [and] I think the intent, and for me as a teacher, it helps me culturally meet my students.”

On the other hand, senior Neha Gandhi considers what Camardella sees as positive cultural appropriation to fall under the term “cultural diffusion” because she thinks cultural appropriation cannot be positive. She believes cultures respectfully mesh when someone who is a part of a certain culture invites another person into the culture.

Gandhi’s example is when an Indian person invites another person to participate in henna, which she finds is OK because the Indian person can accurately represent the tradition and the people involved in the tradition.

Because Gandhi’s family is Hindu, she has seen numerous situations where aspects of her background are misused. For example, a bindi—a decorative mark worn in

B

the middle of the forehead—is a symbol for married Hindu women or a way to generally represent the culture, according to vice. com, yet it has become a fashion statement for many with no affiliation to the culture.

“Wearing someone’s culture—like wearing an article of clothing of it—you will never understand it since you will never be connected to it,” Ghandi said. “It’s never knowing the feeling of it—being fully born into the culture.”

When aspects of culture like bindis are appropriated, not only is t h e meaning lost, but stereotypes and, in Ghandi’s case, shame follow.

Due to the disrespect Ghandi encountered towards her background throughout her childhood, she and her cousins felt embarrassed by their culture and avoided talking about it, except when her cousins intentionally insulted it in an effort to reject it. Ghandi would hear people impersonating Indian accents, and even if the person appropriating the accent did it in a light-hearted manner, it felt like mockery to her. “[Other people mocking the accent] just made me ashamed of myself,” Ghandi said.

With time and maturity, she overcame the negative feelings attached to her culture, and because of this process, Ghandi finds she is very careful to never appropriate culture herself.

Senior Bhakti Patel, whose family is also Hindu, experienced the same cultural disrespect as Ghandi. Specifically, Patel remembers seeing her Instagram feed overwhelmed with pictures of members of a local Orchesis in Bollywood costumes.

According to Patel, the group went to Ragstock and bought spandex and scarves to wear and used paint to imitate bindis for a Bollywood dance they were doing.

“A religion is not a costume,” Patel said.

“It felt like you could pick up my religion at a Halloween store and just wear it whenever you want to, and that’s not what it is.”

Camardella’s three Bs for preventing cultural appropriation World Religions teacher John Cathat cultural appropriation stems from ignorance; he counhis class to educate students. He makes his students understand various asbreaking them into three categories: belief, behavior and belonging.

elief - includes cultural aspects like religion that can impact a group’s values

Belief

teach to students. ehavior groups act explaining how a group’s beliefs impact to their values. elonging aspect felt within a cultural group that connects the people derstand this is to be immersed into the culture.

Behavior

Belonging

Beyond this specific situation, Patel has seen bindis at music festivals such as Spring Awakening, which she disapproves of.

“You’re using thousands of years of belief to celebrate a day for music, which I understand to a point, but it’s just really disrespectful,” Patel said.

Patel believes people think cultural appropriation is OK because they see celebrities such as Vanessa Hudgens and Kylie Jenner wearing face jewels at Coachella and Beyoncé wearing a bindi in a music video.

“If anyone can just [use the culture], then there’s no point to culture, to religion, to beliefs, to anything like that,” Patel said.

In order to prevent cultural disrespect, Camardella believes the key is educating people. He does this in his class gradually by showing instead of telling students the importance behind culture and by making them aware of the concept of belonging.

Camardella’s approach to teaching religion is what he calls “three-prong.” The prongs are belief, behavior and belonging. (see “Camardella’s three Bs to preventing cultural appropriation” below) “What a lot of people think is, ‘You tell me what they believe, and I’ll tell you how they behave,’” Camardella said. “I make sure we bring in [the belonging aspect].

Belonging might be the most powerful part of all religion and culture, and it’s the one that no one … tries to get. You only get [other groups’ cultures and sense of belonging] if you go to Paris or you go to Istanbul, and you’re actually sitting with men who are observing Ramadan.”

Camardella has found that many people exclude discussing belonging.

“Nobody talks about it unless it’s your group,” Camardella said.

Camardella does not think he can truly teach belonging, but he helps his students better understand it by bringing in speakers at the end of the units to answer their questions. The speakers are practicing members of the religious communities discussed in the units; for example, athletic trainer Aaron Marnstein, who is Jewish, spoke to the class after the Judaism unit.

By bringing these people in, Camardella conveys to his students the important role culture plays in the speakers’ lives; in turn, the students are less likely to borrow from other cultures because they understand the deeper connection aspects like dreadlocks can have to a group of people. Through this Camardella also prevents his students from stereotyping, which Ghandi finds is a result of cultural appropriation.

“I leave [my students] knowing that each culture, each religion, has such internal diversity,” Camardella said. “Don’t say Jewish and expect it to be a blanket statement that people can accept. As soon as you group in everyone under a statement, you have to immediately know you’re wrong. And if people don’t, I’d say they have more learning to do.”

prospectornow.com

April 15, 2016

Features

7

Dolan’s dramatic style leaves impact

BY MIKE STANFORD Copy Editor

T

hey were under attack. Arrows suddenly began flying in their direction, and they had no idea what

to do.

However, the onslaught was hardly a surprise. After all, they were students in English teacher Megan Dolan’s British Literature class, and the previous night’s reading included a passage from “Heart of Darkness” where an African tribe pointed their bows at the protagonist’s ship.

Dolan frequently uses props and costumes to bring books to life, and according to senior Gianna Honcharuk, a student who had British Literature first semester, her methods work.

“Some of us think what she’s doing is really wild, but even if it’s kind of silly, it gets us all really engaged,” Honcharuk said.

Throwing fake arrows at her students showcases Dolan’s dramatic teaching style that she has used to expand her students’ horizons through English for more than three decades. This time at Prospect will be coming to a close when she retires in June.

“You have to keep them entertained,” ACTION!: English teacher Megan Dolan poses with the props she uses to bring literature to life. Dolan will be retiring at the end of Dolan said. “I know that sounds dumb, but the year after 32 years as a Knight, taking her unique style teaching with her. “There’s a quote in ‘Heart of Darkness’ that talks about [teaching] can’t be boring. If it gets boring, people are going to turn away and get distracted. They’re not going to want to en- reasons Dolan eventually decided to pursue gage.”

Dolan’s bookshelf English.

Fellow English teacher Dawn Langton After graduating from New Trier, Dolan English teacher Megan Dolan has taught countless books over the years. has watched Dolan over the years and jokes attended Kansas University and spent a seHere are two that stand out to her at the end of her career. that she can tell what Dolan is teaching mester studying Shakespeare in England. based on the costume she wears to school, After college, she worked at Topeka High “The Great Gatsby” “Heart of Darkwhether it is overalls and a straw hat for School in Topeka, Kansas for three years

by F. Scott Fitzger“The Adventures of Huckleberry Finn” or before moving back to Illinois, teaching one ness” by Joseph rags for “The Rime of the Ancient Mariner.” ald Conrad year at Highland Park Junior High School Langton also tries to use a similar teachbefore landing at Prospect. ing style but believes that Dolan has the caIn her 32 years as a Knight, Dolan has “[‘The Great “Conrad has pability to go beyond the call of duty. dedicated her time to making her students Gatsby’] is pretty this really great “When I have students as juniors and lifelong learners, just like Leggett, and she clear-cut in terms way of putting I would find out they were having [Dolan] relishes in her successes. of these three you right in the as a senior, I would say to them, ‘She’s me, “I love when kids become readers,” Dolan groups of people: only 10 times [more],’” Langton said. “‘If I’m said. “They discover the power of it and how moment where loud, she’s 10 times loudthe idealists, the he’s discovermany doors it opens up. er. If I’m energetic, she’s realists and the materialists,” Dolan Oh, the places … You know you’ve got ing, as he talks, the importance 10 times more energetic.’ them for life.” said. “In the world the materialist is of the story, and then you get all she’s been She [has] a very large perDolan hopes she has the winner, but it’s clear that FitzThroughout her 32 years sona and presence she’s opened her students’ eyes gerald doesn’t believe that, so you established for herself.” at Prospect, English teacher in ways that will help seeming random [tangent], but Dolan’s unique style, Megan Dolan has incorpothem regardless of their who walks away from it and takes which she describes as there’s a great nugget of honesfuture life paths. She rated her travels into the “theatrical,” has roots in these lessons not to be that way or ty and truthfulness about your believes books provide classroom. Here are a the way she approaches too extreme [the other] way but just e x p e r i e n c e s own life that you can just apply few of the adventures literature. otherwise unhave balance [who really wins.]” anywhere.” she’s undertaken.

“I’ve always told my imaginable. students, ‘Don’t be one of Dolan has tried to achieve this balance by ence, you can say, ‘Ooh, listen to this line.

As Dolan puts • Ziplining in those people who’s like, Isn’t it beautiful?’ … I’m going to miss that.” it, “You don’t helping students focus on the core elements the Amazon ‘Mrs. Dolan, it’s only a According to Langton, Prospect will miss of a book and bringing the story to life. have to go to book,’” Dolan said. her just as much.

“The more you can just make it real for Mount Kiliman• Climbing “Because to “Whenever you’d say, ‘Are you taking [students], the more they can see that even jaro and stalk a Mount me, all leopard. You can if [the book] isn’t that [thrilling], this is still Brit Lit?’ You’d equate that with, ‘You’re goKilimanjaro of these read a Hemingway story a human story,” Dolan said. “Then people ing to have Dolan, and you’re going to love characters • Rafting through it,’” Langton said. “Now that’s not going to start to get attached.” about it.” are very the Grand Canyon be the story anymore. Somebody else will In addition to her props and costumes, However, making stureal, and I get be taking the class, and I’m sure they’ll do a Dolan tries to draw on her life experiences dents love literature is • Biking tour in very involved great job, but it won’t be to engage her students. no small feat, and that’s Alaska with them, and “Whenever you’d say, ‘Are that experience.” part of the reason she Dolan has traveled the I want to jump Not only does Langloves teaching. Every day, globe from the hiking you taking Brit Lit?’ You’d into that book and stranton believe Dolan has left the Andes to climbing Dolan must confront the challenge of makequate that with, ‘You’re gle them.” a lasting impact on the ing complex texts enjoyable for students, a Mount Kilimanjaro (see Since starting at Prospect in 1984, Dolan task in which Langton believes Dolan excels. going to have Dolan, and school but also on Lang“Oh, the places she’s has strived to spread this enthusiasm, somebeen”).

“She’s been able to establish the perfect you’re going to love it.’ Now ton herself. thing she watched her English teacher Su“Sincere passion Not only does Dolan balance between rigor and entertainment,” that’s not going to be the zanne Leggett do during her junior year at Langton said. “Very few teachers can pull doesn’t fade,” Langton use these experiences to New Trier High School. said. “People talk about story anymore. Somebody of that perfect balance. She’s extremely rig- expand upon literature, According to Dolan, Leggett had a physorous when it comes to the amount of work but she also believes that else will be taking the class, teachers burning out or ical and energetic teaching style. She made she assigns, … yet at the same time, she is they offer lessons about investing less in themthe books come alive in a way that wasn’t and I’m sure they’ll do a selves, particularly as playful and creative and willing to make a life. For example, Dolan too philosophical and rarely even paused to they approach retirebuffoon of herself almost for the engagement once spent two weeks great job, but it won’t be sit down. Leggett’s passion was one of the of her students.” ment, but she’s never cut rafting through the

that experience.”

CLASS ACT: English teacher Megan Dolan poses with her students on a Humanities -

any corners. Part of that Grand Canyon. is her personality, but “You need to live it,” Dawn Langton, then the other part of it Dolan said. “There’s English teacher is she loves what she’s nothing like living life until you’ve faced a 30 foot wall of water over doing so much. I’ve learned that when you you that flips your raft. Then you’re like, love what you’re doing, that doesn’t fade.”

For her part, Dolan hopes her unique ‘I’m going to die.’ There’s not a death wish, but there’s something about living life on the style has resonated with students during her time at Prospect, but she believes the larger edge that makes you appreciate life.”

Dolan’s relationship with nature is one impact has been on herself.

“There’s a quote in ‘Heart of Darkness’ reason she and her husband plan to move to Colorado after his retirement in five years. that talks about work, and how no one likes However, while she is excited for the future, to work, but they like what’s in the work, and it’s a chance to find yourself,” Dolan leaving Prospect behind is bittersweet.

“You can’t really draw someone off the said. “That’s what teaching has done for me. street and say, ‘Listen to this line,’” Dolan It’s let me find who I am every day and expand who I am.” said. “But when you have a captive audi-

8

In-Depth

April 15, 2016

School scheduling shows pros, cons

BY JACK RYAN Executive In-Depth Editor

S

taring at her computer screen at 3 a.m., Rolling Meadows High School senior Jennifer Jaballas finally finished an AP Language and Composition five paragraph essay on analysis and syntax. It was assigned to her two days prior.

“I was feeling rushed [to write the essay], but I wasn’t frantic [about it] because I knew I was going to get it done,” Jaballas said. “It was just overwhelming … because I knew I was going to have stay up all night to make it perfect.”

Jaballas had two days to finish because her class didn’t meet the following day. That is due to Rolling Meadows’s block schedule.

Schools with block scheduling have fewer, longer classes each day than Prospect. At Rolling Meadows, for example, each class is held every other day for a full year, while at Wheeling, students take 90 minute classes every day for one semester mixed with 45 minute classes for a full year.

Rolling Meadows and Wheeling High School are the only two schools in District 214 (D214) that have block scheduling, but each type of schedule has its pros and cons.

Block scheduling at Rolling Meadows allows students two days to do their homework, while Prospect’s eight-period day and Wheeling’s block schedule makes students less likely to forget as much information because of the classes’ consistency.

Any school in D214 can switch to block scheduling if the school wants.

“I really think to pull [block scheduling] off effectively, you need the staff’s support,” Superintendent Dave Schuler said. “In the absence of the staff, parents or students calling for it, there would be no way I would exert that much leadership capacity to do something like that.”

Block scheduling has been on the rise in the past years; 30 percent of secondary schools have made the switch to block scheduling, according to aasa.org.

Wheeling’s Associate Principal, Erin Deluga, agrees that not every school should have block scheduling.

She believes that block scheduling has had success at both Rolling Meadows and Wheeling because it leaves more discussion time in class, but she realizes that it has also created unique problems like learning loss.

At Rolling Meadows, if a student is sick on Wednesday, they will go four days without seeing their teacher instead of one because there’s no guarantee they’ll have that class the day they get back.

Jaballas finds it more difficult to catch up on work and to remember a topic in class if there is a long weekend or if she is sick for multiple

Differences across district -

days in a row.

“I’ll go two days without doing homework because I’ll have it all finished, but that’s bad because I don’t remember all of [the content] by the time it’s time to turn in things or take quizzes,” Jaballas said.

Physics teacher Katie Page, who taught at Rolling Meadows until three years ago, also saw this learning loss when her students, whom she had in class two days prior, would not remember any of the material.

This is the reason Deluga can see a possible change being made to Wheeling’s schedule. At Wheeling, a student takes a block class that teaches a year of material in only one semester and does not have that course until the following year. Because of this, a student may take a core course like math first semester sophomore year and not take it again until second semester junior year, depending on how the schedule shakes out.

According to Schuler, the district and the administrators at Wheeling are still talking about possibilities for Wheeling’s schedule next year.

Senior Nate Silagi, who transferred from Rolling Meadows his freshman year, doesn’t like block scheduling. When he attended Rolling Meadows, he found it difficult to sit in the same class for 90 minutes.

When he transferred to Prospect, he enjoyed moving from class to class because it kept him mobile throughout the day.

Unlike Silagi, Jaballas believes that the system at Rolling Meadows has been effective for her. She likes that she is able to fully understand a concept without feeling rushed to learn it.

Like Jaballas, Page believes block scheduling allows teachers to get through the day’s lesson plan and still have time to explain it thoroughly to students. According to Page, when she taught physics there, it was nice for her to be able to conduct a lab and still have time to discuss it.

Besides having extended time, Deluga believes that block scheduling has been extremely effective because it has allowed more students at Wheeling to pursue career pathways and take more elective courses, like engineering and medical courses, among others.

Deluga has been a part of a school with block scheduling for a total of 17 years. According to her, it “has been a fascinating process to be a part of” because it has been a challenge for her to create students’ schedules and to see how unique schedules worked out.

“I think you can make an argument for its pros and cons, but I think if the schedule is working for the culture [of that school], I would just leave it be,” Page said. “I do not see any significant differences between my two experiences with both block and traditional scheduling.”

Q: What do you like about Prospect?

A: “I think [what] makes me most excited about Prospect is the people and the accepting nature Scott McDermott of kids here is Associate Assistant Principal unlike any other place I have been.

Q: What do you not like about Prospect?

A: “Something we can continue to grow in at and to help them identify what they’re passionate about, and how to pursue it as aggressively as they can.”

The importance of te

The 2016 election so far has proved to be controversial. It has become more and more obvious that American culture is disrupted by uneducated opinions. Voters and politicians on both sides of the political spectrum are unwilling to compromise or entertain the idea that they could be wrong,

BY RACHEL PARKS even when they are faced with conflicting facts.

Executive In-Depth Editor According to gallup.com, Congress currently has a 13 percent approval rating. The approval rating has fallen each year since 2002, when it peaked at 84 percent. However, dissatisfaction with Congress is one of the very few things voters agree on.

In my AP United States Government class, the “debates” we have disappoint me. They turn into arguments, where each student already has an opinion formed that they will not change. Students actively endorse the presidential candidates they support and criticize the others.

In general, Americans are too confident about their opinions. Plato once said, “The wisest of you men is he who has realized that in respect of wisdom, he is really worthless.”

To prevent an uneducated and ignorant populous, philosophy should be taught to high school students. I believe that philosophy is one of the building blocks of a strong education. The goal of philosophy is to teach people how to debate rather than argue and to open up the idea that one can be wrong.

It also teaches students to think logically in a different way than in math and science because it deals with abstract topics relating to everyday life and culture.

One night I ordered Chinese takeout for dinner; my fortune cookie read, “The aim of education is to teach us how to think, not what to think.”

Philosophy teaches wisdom, morality and purpose without discussing religion. High school students should be taught philosophy so they learn to think about abstract topics in an unbiased way, which is not explicitly taught.

Unfortunately, though, it does not generally get the re-

Michael Grasse Math Teacher

Q: What do you like about Prospect?

A: “I like all the people here. I like the attitude and the vibe here [and] how everybody helps each other. People are really smart around here,

[too].”

Q: What do you not like about Prospect?

A: pond.”

spect it d ophy is d dense, b and dire tle. Ame modern In Am discoura their pas ophy. On student go to col ed major sized tha ing and have a j wished t in findin But m author M derstand that “a s would be it would time and values an The teaches Prospect World Li Languag philosop mention Plato’ ning of t rance an the “cave The p AP Lang perceptio later uni AP La ists Ralp

Patrick Doyle Junior

Q: What do you not like A: “I can’t help feeling th more interested in the co face value. I feel like Pros but social on a shallow le

April 15, 2016

eaching philosophy to teenagers

deserves. In fact, Stephen Hawking said that “philosdead.” American culture has made philosophy seem boring and useless because it does not have a clear ect impact on society; the impact is much more subericans believe philosophy is a “dying field” of little importance. merica, we emphasize making money and sometimes age high school and college students from pursuing ssions, thus stopping students from studying philosn the first day of my British Literature class, every said where they wanted to llege and what their intendr was. My teacher emphaat those studying engineerd computer science would job and make money; she the history major good luck ng a job. many experts disagree; In Mel Thompson’s book “Unding Philosophy,” he writes, society without philosophy e cut off from its own roots; d have to start from scratch d time again to sort out its nd its self-understanding.”

United States primarily philosophy through English courses. However, at t there is very little focus on philosophy. Honors iterature and Composition (HWLC) and AP English ge and Composition (AP Lang) only briefly touch on phical arguments; their regular counterparts merely n them. ’s “Allegory of the Cave” is discussed in the beginthe year during HWLC; the allegory illustrates ignond how many people choose to stay in the dark, or e.” purpose of teaching this, according to HWLC and g teacher Elizabeth Joiner, is to illustrate the idea of on, which she connects to some of the books read in its. ang students also read the works of transcendentalph Waldo Emerson and David Thoreau. Joiner says

philosophy is to

teach people how to

DEBATE

rather than

Philosophy utilizes curiosity as an educational tool. Countries like Germany, Ireland and France understand the importance of teaching philosophy to teenagers, while American schools do not emphasize it.

France A philosophy test is required to graduate.

Ireland

All students take philosophy in their last year of high school.

Schools are incorporating philosophy into the core secondary school curriculum.

ARGUE”

Q: What do you like about Prospect?

A: “There really is a community feel here, where we have

Q: What do you like about Prospect?

activities. There are clubs, like special interest clubs, activity clubs, sports and spirit clubs.”

about Prospect? hat people are just ommunity thing at spect is very social, evel.”

Austin Sibu

A: “I like that there ent activities and clubs to do. If you are bored, you have many options to get involved.”

Sophomore

Q: What do you not like about Prospect?

A: “I feel Prospect overall is a pretty good school. I would really like if there was a Model UN, [which is] a club that other schools have. It’s a mock United Nations [club], and foreign policy and debate with each other.”

Emma Wrenn Junior at Hersey

9

Creating a well rounded education

this is to show students to follow their own intuition, which is connected to “Grapes of Wrath” later in the year.

However, Joiner believes that this is only a small piece of philosophy. She agrees that philosophy is important and thinks some of the English teachers would be excited to teach it. However, it is probably not suited for freshmen.

The American way of thinking is the exception, not the rule. In fact, many countries realize the importance of philosophy. France teaches philosophy in the last year of high school while Germany offers it in the last in 11th and 12th grade. It is a core subject in Italy. The U.K. offers it as an A-level class, which the equivalent of an AP course, and it is now a core part of the secondary school curriculum in Ireland.

While America may not make any sudden moves to incorporate philosophy into secondary school curriculum, it should at least be offered as an elective for Prospect students.

There is a great benefit to having a cultured society that knows how to think about deep questions; it leads to a thoughtful and discerning populous. Many voters, including those in my AP Government class, take what politicians say at face value and do not attempt to validate their statements. “[‘The Allegory of the Cave’] sets up the idea of what we perceive as reality and what reality really is, and how people are sometimes reluctant to accept reality,” Joiner said. “An educated society is the best type of society because people will be altruistic; if you know more than somebody else, you would make it your job to help the ignorant people.”

Socrates realized that knowledge is not certain and that true wisdom lies in realizing how much one does not know.

If we don’t question things, we can never grow and we can never learn. Accepting ideas at face value is detrimental to our collective well-being.

As Socrates said, “A life unexamined is a life not worth living.”

“The goal of

In-Depth

Germany Philosophy is offered in Gymnasium, one of three kinds of secondary schools. The subject can also be used in place of a religion or ethics class.

Q: What do you like about Hersey?

A: “I love how it has a welcoming environment, … and the teachers are very approachable. They work to better your education by helping you in any way you can.”

Q: What do you not like about Hersey?

A: “Some people said they would [prefer] block scheduling like [Rolling] Meadows.

[Also,] location. We just have Jimmy John’s and a little pizza place, so with lunches we always have to drive if we want to go somewhere else.”

•15 European countries teach philosophy in high school •The central themes of most introductory philosophy classes include: •Ethics •Political Philosophy •Free Will and Determinism •Philosophy of Mind •Epistemology •Philosophy of Religion

Juliana Isayeva Senior at Wheeling

Q: What do you like about Wheeling?

A: “I like that [it] has a lot of opportunities for career exploration. I took advantage of [that] and it really [gave me] a more solid outlook on college and major picking.”

Q: What do you not like about Wheeling?

A: “I [feel like Wheeling is [small], and that limited a few things for me. I would have wanted a bigger class size for more [oppor-

Features

10

April 15, 2016

prospectornow.com

iGame iPad gaming in classes proves fun, risky choice

BY FLYNN GERAGHTY Executive Features Editor

F

reshman Danielle McCarthy has more than 30 gaming apps on her iPad, ranging from 2048 to Mmm Fingers. When asked how many hours she spends gaming on her iPad, McCarthy responded, “too many.”

According to a Prospector survey, over 50 percent of students have gamed in class when they were supposed to be paying attention.

Senior Ryan Kopp is among one of those students. During his junior year, Kopp says he would game for entire class periods.

He paid very little attention to the teachers in most of his classes since usually he was able to understand the subject on his own. Kopp could tell when a teacher was going to be discoursing on a topic for a while, so he wrote down the notes from the powerpoint, switched to a game and tuned the teacher out.

Kopp says he was only caught gaming in class a few times. In AP US history, when his teacher, Qiana Drye, found him gaming, she would stop what she was doing, stand behind him and silently watch him play. When he realized that he was caught, he had only one option: panic, quickly close the app out and switch back to the notes.

McCarthy also feels inclined to game in classes where she feels nothing is going to happen.

“There’s certain classes where you don’t really do [anything], so, yeah, if we aren’t going to do anything, I’m going to spend my time doing something less productive,” McCarthy said.

Like McCarthy, Spanish teacher Mike Aldworth is also known to game when he has downtime. During his free periods, Aldworth flips to Clash of Clans, where he plays with AP Human Geography teacher Eric Hodges, biology teacher Nick Delboccio, health teacher Aaron Marnstein among others. Aldworth says when the group gets together, they cheer each other on and work together as a clan to defeat other teams.

Despite the game only taking up a few minutes of his time every day, according None to Aldworth, it can oc18% casionally prevent him from working on some-

thing he’s supposed to be doing.

“Sometimes it’s a distraction,” Aldworth said. “Sometimes you’re like, ‘Huh, I have essays to grade, or I could go attack a village.’”

However, Aldworth says the main difference between him and his students is the fact that he doesn’t spend as much time gaming and is able to put it away when he needs to. According to Aldworth, he has around two or three students each period who are playing games on their iPads in his class.

Whenever he has trouble with gaming students, Aldworth lets them know this is their choice and their grade. Despite this, some students continue to game. He believes this is mostly due to immaturity, especially as he sees freshmen do it more often than seniors.

“There’s a big difference between a senior and freshman, who is still a child,” Aldworth said. “The ones that are still gaming are still children. They’re the ones who don’t recognize the wonderful school they’re in and the opportunities that they have. They just think, ‘Yay! [The school] just gave me a toy!’”

AP World History teacher Dave Schnell also deals with many students gaming in his class. He tries not to let it get to him, but it often does.

“I shouldn’t feel anything,” Schnell said. “I shouldn’t feel [frustrated or irritated], but I [still do]. When they’re gaming, it’s not just them. It’s also the two or three people behind them who have stopped paying attention because they’re watching the person play the game. I find that to be the more frustrating part. You have people who probably would be paying attention and participating in class who are now choosing not to.”

1 to 4 W h e n games Schnell 48% confronts

5 to 6 games 14%

7 or more games 20%

the students that game in his class, they often argue they are able to multitask, claiming they can game and still listen to him at the same time. However, Schnell strongly believes it’s impossible for a person to multitask.

“All states talk about the idea of ‘don’t text and drive’ because it’s hard to do both,” Schnell said.

“It’s hard to focus your attention ‘here’ and ‘here.’ We’re all clear that that’s a bad decision, but somehow people feel they can separate that from being in class and paying attention.”

Schnell often finds that the students who game during class are typically the ones who get angry over their grades.

“I’m not going to entertain this motion you’re making about, ‘You’re grading too hard,’ or, ‘This is a bad question,’ if you spend 60, 70, 80 percent of the [classtime] on your iPad playing games and then want to fight with me about grades because you feel you’re being treated unfairly,” Schnell said. “If you are capable of earning a higher grade, then why are you falling back and accepting that lower grade?”

Aldworth believes that all students are given the opportunity to learn and the ones that game in class choose to not take it.

“I try and reinforce with the students that they are making a choice to play this game instead of doing the work,” Aldworth said. “I don’t think there’s anything wrong with gaming. It’s fun. It’s a mental break.

I play my video games because sometimes you need a break, you know? Lunchtime?

Study hall? You’re done with your homework? Great. But not while I’m talking and explaining something up [at the board].

Not while you’re supposed to be doing something in class.”

Like Aldworth, Kopp also believes that students need to be smart with when they game, but he encourages people to recognize that gaming isn’t evil.

“Games are fun,” Kopp said. “Seriously, if you’re really stressed out and you have a really bad test next period, go onto Clash Royale and pound some people into pixelated paste. It might distract you from what you’re supposed to be doing, but at least you’re entertained and happy.”

How many games do you have on your iPad?

K

info courtesy of a Prospector survey administered to 200 people

o h Wws no

Senior John Tworek The Boyfriend

Favorite color?

Allergies?

Dream job?

Favorite animal?

Sushi

Magenta

Tree nuts

History teacher

Dog

Sushi

Magenta

Tree nuts

History teacher

Dog

Hot sauce

Blue

Tree nuts

History teacher

Dog

Favorite food?

Senior Kirsten Chamberlin The Subject

B

Y et to u er?

Senior Veronica Holloway The Friend

W I N N E R

X

prospectornow.com

April 15, 2015

Entertainment

11

Numbers can’t measure health, happiness

BY ISABELLE ROGERS Executive Entertainment Editor

T

he first time junior Grace Dockstader noticed the severity of her eating disorder was on color day her freshman year.

Dockstader had cut up an old t-shirt to make a fringe crop top, which bared her midriff. As soon as she noticed that classmates would be able to tell how prevalent her ribs were, she began to get nervous.

“I was thinking, ‘If somebody sees [my ribs], will they think I have an issue?’” Dockstader said. “‘I don’t think I have an issue, but what could happen [if they see] this?’”

As the day passed, only her then-boyfriend and a few friends noticed her protruding ribs.

Although her friends mentioned her weight, she didn’t begin to recover until a while after.

After Dockstader went on birth control pills for a medical reason unrelated to her eating disorder and began to gain weight because of them, she realized she was happier and healthier with the extra pounds. “[After gaining the weight], I looked awful to me, but to everyone else I looked OK,” Dockstader said. “Hearing [people’s reactions to the weight gain] and knowing being bigger is better [than having an eating disorder] made me realize that I needed to be

20 million women and 10

as skipping meals, fasting, smoking cigahealthy and not starve myself.”

Through recovering from her eating dis- rettes, vomiting and taking laxatives.

These habits can lead to dizziness, conorder, Dockstader learned to find the balfusion, tooth decay, extreme weight loss, ance between eating and exercising.

As the days get warmer, people are look- extreme weight gain, depression and, in extreme cases, death. ing to lose the extra fat gained in winter. In For many, including Dockstader, her inia New York Times article, clinical psycholotial goal involved gist Margo Maine losing weight in a stated that the behealthy manner, ginning of spring but as she tried to is a big time for become healthier the youth to beand thinner, she come obsessed found herself fruswith extreme ditrated with the lack eting, leading to of progress she was the development seeing. of eating disorSoon she found ders. herself skipping According meals in order to to Livestrong. satiate her desire to com, 90 percent see progress. of teenagers diet Grace Dockstader, Though she saw regularly, but any her initial endeavjunior extreme dieting or as a good thing, and exercise can her habits started cause unwanted side effects, including gaining the weight — to spiral out of control, and eventually she developed Anorexia Nervosa. and more — back.

Though the combination of a lack of food Just as Dockstader suffered from an eating disorder, according to nationaleating- and too much exercise (or one of either) can create health problems. Eating too much, disorders.org, one-third of teenage boys and over half of teenage girls are found to have eating foods with little health value or too used unhealthy weight control habits such little exercise can also cause issues.

“If you want to be SKINNY, OK, but [do so ] healthy way. … because

in a

Be positive

l ving yourself is

more important than being

SKINNY.”

According to P.E. teacher Carrie Black, a lack of exercise and healthy food, over time, can lead to autoimmune diseases, weight gain and depression.

In Black’s lifestyles classes, she teaches that starting healthy habits early in life will ensure that they will stick with you.

In her class, she tries to focus on eating the right foods and getting enough sleep as well as exercising daily.

As one of Black’s students, Dockstader has come to appreciate the different workouts and lessons Black creates and shares.

Dockstader relies on the positivity and exercise from Black’s class to keep her lifestyle balanced and active.

Because she is now recovered, Dockstader feels comfortable eating healthy and exercising again.

She eats fruits, veggies and rice daily along with drinking smoothies and leaves herself a period of the day to eat unhealthier foods.

“If you want to be skinny, OK, but [do so] in a healthy way,” Dockstader said. “Make sure you’re eating enough as you need to, and if you’re exercising, don’t over-exercise.

Be positive because loving yourself is more important than being skinny. In high school, it seems like that all matters, but in 10 years, you’re gonna look back and think, ‘What did I do to myself?’”

The balance of beauty, health, happiness

Statistics according to the mirasol.net, Institute for Health Metrics and Evaluation and livescience.com

12

Entertainment

April 15, 2016

prospectornow.com

Spring musical to take on rock theme

BY CASSIDY DELAHUNTY Entertainment Editor

W

hen Fine Arts Director Jeremy Morton was searching for a show to perform this April, he knew

YOU’RE IN THE BAND: Senior Andrew Pittman rehearses for his role as Dewey Finn in this year’s spring musical, “School of Rock”.

The show will run from April 27 through April 30. (photo

by Cassidy Selep)

he wanted something bigger and newer than previous musicals.

“We have a brand new theater. Why not do a brand new show?” Morton said. “Something to say, ‘Hey, check out our new space, check out our new program.’”

According to Morton, “School of Rock” fit the criteria perfectly.

“School of Rock,” a musical based off of the movie by the same name, premiered on Broadway on Dec. 6, 2015 and has received rave reviews due to the uniqueness of its rock and roll atmosphere.

Morton and the cast feel lucky to have acquired the rights to perform it because the show is so new. Receiving the rights for a show that is still on Broadway is almost unheard of and extremely expensive.

“This kind of fell into our laps,” Morton said. “It was strange, perfect timing, and we are beyond thrilled.”

For senior Andrew Pittman, who plays Dewey Finn, the lead in the musical, having access to such a new show provides the cast with the opportunity to set the expectation for themselves instead of playing off of previous renditions of the show. Only a few other high schools in the nation were given access to the rights.

“Everything that you’re going to see there is coming out of us as a program and not necessarily copying what anybody else did because nobody’s done it,” Pittman said. “We’re going in blind, but we have great directors and a really great compass of where we want the show to end up.”

Even though having the rights to a show still on Broadway is extremely rare, Morton believes that allowing small public theaters and high schools to acquire the rights is a way to extend the reach of the show and find more ideas and talent among young people. In acquiring the rights for the show, a contract had to be signed stating that no one performing in the show would be older than 18.

Along with this, all the music played by the students in the show has to be

performed live by the actors. instrument.

This means that, unlike in previous muAlong with this, Graham believes that sicals, music played by the characters must the cast and band will have no trouble rising be played by the actors performing as opto the challenge that this new show presents. posed to being played over speakers. While “We’ve really shown ourselves as a thethe show will still have a pit band like in ater department that we can take on such previous musicals, this band will not play a big responsibility to make sure that this the music that the show [is] a good characters in the “A lot of our musicians … don’t get to show,” Graham show are intended said. play rock music in band or orchestra. to play. Pittman beEven with the lieves that this last responsibility of [“School of Rock”] is kind of an outlet doing justice to rule will turn out to be one of the show’s the original profor them to show … the talents that biggest strengths. duction looming they’ve had the entire time and never over their heads, “A lot of our musicians [and actors] both Morton and been able to show off.” … don’t get to play Pittman have rock music in band high hopes for the or orchesshow. In fact, Mortra,” Pitton says that his Andrew Pittman, senior t m a n only fear is that s a i d . the tickets will sell “This is kind of an outlet for out too quickly. them to show … the talents that “We’re playing everything in the biggest they’ve had the entire time and way that we possibly can,” Pittman said. never been able to show off. I think “We’re going all out on everything. We’re that also goes along with the play itself. pulling all the stops out for this one, and it’s It’s a story that is deeply rooted in the actors going to be great.” themselves.”

According to junior and pit band member Sam Gilbertson, the unconventional nature of the musical presents challenges to the band as well as the cast.

Since it’s a possibility that an instrument or speaker being used by an actor could malfunction, each actor’s musical parts are covered by a Lots of work went into deciding who was person in pit band. This is the one exception to the live pertalented enough to play the multi-sided charformance rule. acters in this year’s spring musical, School of Along with having an extra Rock. Here is who made the cut. job this show, some pit band members must also learn how Dewey Finn................ Senior Andrew Pittman to read sheet music for a new instrument.

Rosalie Mullins................Senior Kit Fitzgerald Gilbertson, who usually plays more typical band instruments, plays guitar in the Ned Schneebly..................Junior Ben Marshall show due to the nature of the music needed for “School of Patty...........................Senior Melissa Spacapan Rock” despite not previously knowing how to read sheet Zack Mooneyham..........Senior Adrian Politzer music for guitars.

Regardless of extra hurdles for both the band and Summer Hathaway.......Freshman Kate Jordan the cast, the student director, junior Rhegan Graham, Tomika Spencer-Williams......Senior Mila Diaz agrees with Pittman, saying that the theater department is more than capable of finding (photo courtesy of playbill.com) enough talented actors who can sing, dance and play an

Name: Kane Cazares Grade: Junior

Cazares started drawing at a very young age as a result of his father taking him along to comic book conventions. Observing other artists at the convention and admirstyles inspired both Cazares and his sister to try it out for themselves.

For Cazares, pride in his art comes from self-improvement more than it does from physical awards.

“My biggest accomplishment would actually be [my] failures because that’s the best way I learn.” Cazares said.

Watching himself improve from extremely rough drawings and portraits to his current work has been very satisfying.

(photo by Cassidy Delahunty)

(photo courtesy of Kane Cazares)

(photo courtesy of Kane Cazares)

prospectornow.com

April 15, 2016

Sports

13

Vercruysse manages with positivity Junior who has Cerebral Palsy

BY AMANDA STICKLES Staff Writer

W

hen six-year-old Jack Vercruysse came up to bat, he knew this was it. This was the time he was going to hit his first grand slam.

He knew this not because he was a cocky player, but because that was how Buddy Baseball worked.

Buddy Baseball is a league created by parents to allow kids with disabilities to play baseball non-competitively.

The players would bat through the entire order and give each player as many chances as needed to hit the ball. The last player in the order would be the one to hit the grand slam.

As soon as Vercruysse hit the ball, a huge smile spread across his face, and he began jogging around the bases. After he hit third base, he ran faster than he ever thought he could to home plate.

Coaches, players and parents all crowded him and gave him big highfives.

Now as a junior at Prospect, Vercruysse recognises that Buddy Baseball was a great opportunity because he is 1 out of the 500,000 children in the United States with the neurological disorder cerebral palsy.

Vercruysse was born three-anda-half months prematurely and experienced grade three and four intraventricular hemorrhaging, or internal bleeding in his brain, days after birth. These events resulted in cerebral palsy, giving him a learning disability, weakness on his left side, optic nerve damage in his right eye and a limp.

His parents say that it was “miraculous” that he came out of this with only minor limitations. This allows him to experience things like sports.

Vercruysse found Buddy Baseball as a great way to get acclimated to his true love, sports, but as he got older, it became frustrating.

His disability made it hard for him to field a ground ball, catch a line

drive or even swing a bat quickly. “[Buddy Baseball] was kind of an eye-opener to understand, ‘Alright, this is a little tricky, but I’ll get used to it,’” Vercruysse said.

When he was 12, it became so frustrating for him that he stopped.

He knew that he now couldn’t play the sports he loves like baseball, basketball and football on organized teams.

While this upset Vercruysse, it didn’t stop him from still being involved in these sports.

When his father suggested that he start managing in seventh grade, Vercruysse walked up to Tim O’Grady, the boy’s basketball coach at South Middle School, and asked if he could help out.

Vercruysse still remembers the smile that spread across the coach’s face as he said yes.

“That’s what filled my hopes and my needs for what I wanted,” Vercruysse said.

Vercruysse continued managing basketball in high school along with baseball and football.

During games, he is on the sideline or bench taking stats, getting waters and making conversation with players and coaches.

Varsity basketball coach John Camardella believes that Vercruysse does more for the team than take stats.

“I think all of us can learn a lesson [from him]. Sometimes, we look at what we can’t do and that makes us depressed, negative and cynical,” Camardella said. “I don’t think Jack ever thinks like that. He doesn’t look at what’s limiting him or what’s holding him back.

“It’s just ‘What can I do? Let’s go do it,’ and I think that upbeat nature, that positive outlook on life is just contagious. It just permeates our team.”

Junior baseball and basketball player Grant Whitebloom, who has known Vercruysse since seventh grade, also believes that Vercruysse’s attitude aids the teams.

“He’s always got a smile, and he’s always upbeat and optimistic about our team,” Whitebloom said.

“He’s always willing to do whatever he can to help.”

Varsity baseball coach Ross Giusti said that Vercruysse is always encouraging the team before, during and after games. Often, Gi-

prospectornow.com

WATCHFUL EYE: “He’s

usti will hear him yell a passionate “let’s go Knights” from the dugout.

Vercruysse’s optimistic personality also comes in handy when the team is discouraged.

In his freshman year, Vercruysse was managing for the freshman-B baseball team during a game against Maine South.

Prospect was down 13-2 in the fifth of seven innings. Ominous dark clouds warned that rain was heading their way, so the opposing coach tried to convince the umpire to call the game.

All of the players’ heads hung in defeat, but Vercruysse urged the team to keep going.

“I told the team to battle, string some hits together, and that we were a team that was able to come back out of this deficit and pull off the win,” Vercruysse said.

In the bottom of the seventh inning, Prospect was only down by three.

The umpire was about ready to call the game over because it was too dark, but Prospect’s coach convinced him to give them ten more minutes.

Five minutes later, Prospect pulled ahead, winning 17-16.

Even though Vercruysse loves experiencing these moments as a manager, he sometimes wishes that he could be playing. It does upset him from time to time, but he focuses more on the things he can

do than the things he can’t.

Whitebloom and the rest of the players also recognize this.

“We see Jack, and we know how badly he would want to be out there on the court or the field,” Whitebloom said. “That just motivates us to not take anything for granted and to play as hard as we can all the time and just to enjoy every minute of it.”

However, when the team treats him like he’s just another player, he forgets about all the things he can’t do.

“I don’t think anybody ever around us looks at him as anything other than an equal,” Camardella said.

Whitebloom said that the team likes to joke around with Vercruysse a lot. On the bus ride home from basketball games that they won, the team would chant “dab” to Vercruysse, and he’d do it. Then, they would say, “now, slow motion dab” and “fast pace dab.” As he did it, the team would go nuts and start cheering.

However, Vercruysse learned more than how to dance from being a manager. He also gained great knowledge of the sports, like if the basketball team needed to be in a zone defense or a man-to-man defense, or when a base-runner can steal a base in baseball.

With this knowledge, Vercruysse seeks to become a baseball

commentator. He would always practice his commentating skills while either watching professional games or playing sports video games. In eighth grade, he started thinking about making a career out of it.

To reach this goal, he plans to go to Harper College for a year or two and then to transfer to Illinois State University with a major in audio engineering and something to do with sports casting.

He realizes that this will be a hard job to get, as most commentators have played the sport professionally.

Though this is difficult, it isn’t completely impossible. Newest White Sox announcer Jason Benetti proved this when he became the first announcer in the MLB with cerebral palsy.

Verecruysse said that Benetti is an inspiration to him and makes him realize that even though he has a disability, he can still make his dreams come true. “[It has taught me] to look forward. People are there to help you if you need it, but don’t always give up,” Vercruysse said. “Don’t throw in the towel as easy as you could sometimes. I’m not saying that I’ve never thrown in the towel with some things, but it’s taught me over the years to just not give up as easy as you might want to.”

Badminton creates new traditions with junior class

BY MIKE STANFORD Copy Editor Following the graduation of 12 seniors last June, badminton is in a rebuilding year, according to head coach Jean Rezny.

The team only has three returning seniors on varsity, Nora Meyer, Zanghia Abbey and Jazzmine Klopack, and is counting on underclassmen to step up, including sophomores Anna Cooper and Colleen Stanford in addition to freshman Serena Zhang.

Given the team’s youth, the coaching staff has pursued an intense conditioning program to prepare the three underclassmen on varsity for the big leagues.

The conditioning program is being led by new assistant coach Lindsay Gibbel who was on the team herself as a student before graduating in 2007. As a Knight, Gibbel was the state singles champion in addition to being a three-sport athlete.

Besides conditioning, junior Katie Cooper says that practices have been centered around hitting as many birdies as possible.

The team hopes that a maximum amount of repetitions will allow for the players to gain

ACE: maximum experience in time for the end of the season.

However, while working with such a young team can be a challenge, Klopack believes that they have risen to the occasion.

For her part, Klopack has focus on instilling the work ethic and sportsmanship into the

underclassmen, just as previous teams did for her.

Klopack also believes the youth of the team have added an extra element of vitality to practices. Junior Kate Ponzi agrees and believes this energy was particularly evident over spring break.

At the suggestion of a group of underclassmen, the team adopted their first ever theme-week for the vacation. The themes included tie-dye, blackout, pajama and Hawaiian days.

“The energy was up,” Ponzi said. “Everyone was really excited to dress up and participate. It was a really good way to spend the spring break having fun while practicing badminton.”

Following spring break, badminton started its conference season March 29 and are currently 1-3. However, Katie believes the record does not tell the full story. Badminton matches are best two out of three games, and Prospect players have found themselves in a high amount of three-game matches, a situation in which Katie believes the team will improve with experience.

Ponzi also expects the team will be able to finish the season stronger than they have started and hopes to avenge losses to Hersey and Palatine in the conference meet April 29.

Ponzi believes the girls have something to prove as they look to the postseason.

“We’re ready to show that while we are young, we are also really talented and we’re really determined,” Ponzi said.

14

Sports

April 15, 2016

prospectornow.com

Athletes cope with stress of getting cut

BY CALEY GRIEBENOW Features Editor

A

fter a full week of tryouts for the 2015 volleyball season, junior Aidan Fier filed into the wrestling room, waiting along with the other boys who were trying out for the team. One-by-one the boys met with the coaches in the athletic office, where they would be told whether or not they made the team. Fier became anxious as he waited to find out if the results.

“It was nerve-wracking,” Fier said. “I was looking around me [thinking], ‘I can’t compete with some of these guys.’ I just had an odd feeling about it.”

Junior Jenny Strickland had a similar experience. After playing volleyball her freshman year, Strickland tried out her sophomore year. She and all the other girls trying out waited in the Field House before meeting with the coaches one-by-one in the business class rooms.

Both Strickland and Fier were cut from their respective teams their sophomore year. For Fier, it was a tough situation to digest. He had been playing volleyball since 6th grade at St. Raymond School.

“I was drawn to [playing volleyball for St. Raymond’s],” Fier said. “I really felt a pas-

sion for it. No other sports really had that attraction. I loved playing for my schools and hosting tournaments and just being a part of it. ” Fier remembers the coaches telling him that it was a hard decision but that his skills weren’t at the same level as some of the other players. At first, he was disappointed.

“I was kind of crushed because volleyball was the only sport I played at Prospect,” Fier said. “After being cut, I completely lost interest [for something I was passionate about]. ” For Strickland, she also had a bad feeling about the results of tryouts. Despite playing for Rolling Thunder Volleyball Club, a volleyball team that plays year round, she didn’t like her chances for making Prospect’s team.

After being cut, Strickland stopped playing volleyball and chose to focus on her other sport, softball.

“I remember the coaches telling me to try out again next year, but at that point I didn’t want to,” Strickland said. “I thought, ‘Oh well, I still have another sport to compete for.’”

In Fier’s case, he chose to pursue other ways to get involved and not dwell on being cut from a sport.

“Being involved is not all about sports,” Fier said. “I never thought I would enjoy ju-

nior class board or tutoring, but I really do.”

However, it’s not just the players who are affected by this rejection. Coaches feel the burden of making such decisions. For girls’ volleyball coach and assistant varsity softball coach Krystina Leazer, making cuts for a team is something she dreads. “[Making cuts] is horrible. It’s awful. I hate it,” Leazer said. “It’s the worst part of coaching. No coach looks forward to it.”

For the past season, both she and freshman B coach Paul Schoenbeck had to cut around 20 girls since over 40 girls tried out.

After three days of tryouts, the coaches posted the roster outside the locker room.

Both Leazer and Schoenbeck were available to give feedback to girls who were cut.

“We want to give girls individual feedback, so they can focus on a certain aspect and maybe even come back next year and prove us wrong,” Leazer said.

However, Leazer does worry about the consequences of cutting girls who haven’t even started high school.

“Starting high school is stressful enough, and I think being cut from a team certainly doesn’t help,” Leazer said. “It’s not getting off on the right foot.”

While Head Coach Jim Adair is mostly in charge of cuts for softball, Leazer has noticed

About half of the 60 freshmen boys who tried out were cut from baseball this current season

a difference in how the programs go about cutting.

After tryouts, the roster is now emailed to the girls over the weekend. Leazer believes this is a good system because the girls can take the news in the privacy of their own homes and not a in a big group.

Baseball announces the team in a different manner than both softball and volleyball.

A list of ID numbers of boys who made the team will be posted outside the locker room.

Freshman coach Brock Collins believes this is a good system because the boys will only be able to tell if they individually make the team.

While they go about cutting students from their teams different ways, both Leazer and Collins hope students who are cut learn something from the experience. “[I hope students learn to] be persistent and not be defeated by rejection,” Collins said. “Most people will have to deal with failure at some point. It’s how you respond to it that determines how successful you will be.”

For Fier, he believes being cut offered him new insight.

“Life will not always be handed to you, but [being cut] isn’t the end of the world,” he said. “If you get cut, you just have to put it behind you and live life from there.”

About half of the 40 freshmen girls who tried out were cut from volleyball this past season

Cricket comes off state championship, looks forward

BY DEVIN PRASAD Executive Sports Editor

PROTECT THE WICKETS: Senior

-

Going into last year’s state tournament, Prospect’s cricket team did not have the best record at 4-6. However, when they got to the tournament, they began taking down each of their opponents. According to head coach William Karcher, the team progressed throughout the season and peaked at the right time to win the state title.

Senior Griffin Snead remembers specifically the team’s second game in the tournament against Rolling Meadows. The game was close throughout and when Rolling Meadows was up to bat, the Knights were just points away from taking the lead. When a Meadows hitter came up to bat, he hit the ball well; however, the ball was caught by a Prospect player to seal the game.

“It was pretty incredible to win,” Snead said. “We bound together and made it happen. It was just so exciting to win that game.”

This year, the team has just begun to play and according to Snead, the team expects big things coming off of a state title and has turned their attention to this year’s state tournament on April 30. So far, the team has had five games, and their record sits at 3-2 as of April 10.

According to Karcher, cricket has been around for 20 years at Prospect. The club was started by now-substitute teacher Tom Brennan. Karcher worked alongside Brennan for a few years to learn the game, and when Brennan stepped down, Karcher transitioned into the head coaching role. At the time, the state cricket teams were all local.

“Most [teams were] in the area. [If] you go talk cricket down south, and it’s a little bug that runs on the grass,” Karcher said.

Prospect is now one of only seven schools in the state to have a cricket team, and Snead feels that really speaks to the opportunities Prospect offers students.

He also feels like it is an important thing to have because it reveals a new culture with

which students may not be accustomed.

Also, anyone can join regardless of skill and background.

Snead got involved through word of mouth when his friends, seniors Taylor Clark and Jon Ciske, informed him about the club. He believes his lack of experience in the sport did not deter his performance much.

For other students in the club such as sophomores Waleed Nazar and Mazzin Muhammad, playing cricket at Prospect came naturally. Both have come from long lines of family members playing the sport and thus have prior background playing.

Both Nazar and Muhammad believe that although cricket is the second most played sport with over 120 million participants worldwide, it is very overlooked at Prospect.

For example, at the beginning of the season, the team could not even practice because all the facilities were being used by other sports. Karcher says that has been a major problem since the club began.

Last season, despite the state title, no one discussed or recognized the team for their accomplishment. In order to try to get recognition, the team created a Twitter page, and they feel more people could learn about the sport if the results of their games were posted in the announcements.

Karcher feels the main reason why the sport is discounted is because it is a club sport and is not IHSA-certified. Muhammad feels cricket’s lack of recognition stems from a lack of understanding of what the sport is(see “History of cricket and key terms?”) and what really goes into it.

Many team members hope that they can continue to expand the sport at Prospect and make it more well known. They all feel that it offers a fun atmosphere and strong team environment which many students would crave.

“It’s a really big team sport.” Snead said.

“Everyone really rallies around you and helps you succeed.”

History of cricket There is evidence of cricket being played in 1550. Today it is played by 120 million people worldwide and has support from 2-3 billion fans. The sport is played in 92 countries worldwide. Benjamin Franklin brought cricket to the US following a trip to England, and even played the game with his troops. Cricket now resides as the second more popular sport worlwide behind only soccer.

Key terms Batsman- player that defends the wickets and hits the ball Bowler- the person who throws the ball to the batter comparable to a pitcher in baseball Wickets- when knocked over the batter is out (see right)

Crease Pitch

By Katy Ryan

Field- oval shaped

prospectornow.com

April 15, 2016

No throwing off Reese

BY JACK ANKONY Sports Editor

A

s seniors, ‘13 graduate Erin Reese and one of her best friends on the track team, Kadisha Sanchez, both qualified for state in discus and shot put. This was Reese’s third time going down to state for both events.

According to Sanchez, girls from other teams were talking to Reese, trying to throw her off her game before her final throw as a Knight. Shortly thereafter, the doubters were proved wrong. Reese hurled the discus 146-feet-1-inch.

The girls who questioned Reese’s potential threw later in the competition. The best landed only 138 feet, so Reese and Sanchez

HEAVE: feet during her freshman season. Reese

were elated. Reese was a state champion. “[After I threw], it was terrifying because other people still had throws left, and any one of them could win it,” Reese said. “Once the competition was over, I was shocked and felt like I was in a dream.”

This moment wasn’t only surreal for Reese but also for her teammates. Sanchez and Reese formed a strong friendship through basketball, choir and, of course, track, making this a special moment for them.

“We all started bawling our eyes out,” Sanchez said. “It was such an amazing moment because all of the coaches [and] all of the people on the sidelines watching started crying with her. We were all so incredibly proud of her.”

Going into the state meet, Reese knew she had it in her to win, but didn’t expect it.

Reese was ranked in the third flight in discus out of four total flights with her goal to place in the top three. Reese describes her journeys to state as some of the greatest experiences of her life.

“The forever-lasting friendships I have made and the encouragement from teachers and coaches to follow my dreams [are what made

state so memorable],” Reese said.

Reese chose to throw at the University of Dayton after a recruiting process that she describes as difficult but fun. Dayton was her choice over schools like Marquette, UIC, Depaul and Western Illinois because she felt the coach at Dayton was very knowledgeable and would best help her achieve her goals.

“The support from all of my track coaches were the ones that really helped me get where I am today as a Division I athlete,” Reese said.

A big accomplishment of hers to date was being named Atlantic 10 Co-Rookie of the Week on April 27 of her freshman year. Aside from her usual shot put and discus at Prospect, Reese has also taken up hammer throw, where she finished in the top-10 in each hammer throw event she competed in, propelling her to winning two Rookie of the Year awards in 2015 for the indoor and outdoor seasons. (see “Erin Reese’s stats” to see how her distances add up) As a sophomore, Reese and the coaches have decided to redshirt her, giving her another year of eligibility. Reese says this red shirt year will help her gain more experience and allow her to work on her strength and technique.

She recently set the unofficial school

Sports

W he re ar et he y

15

record for discus at 161 feet. Each meet she enters her name as an individual because she is a redshirt, so it doesn’t count towards the school.

Prospect throwing coach Nick Lussow the saw Reese’s potential to play in college as early as her sophomore year when she was w e i g h t throwing discus around 120 feet and shot put room. in the upper 30.

“She’s reIn Reese’s junior year at Prospect espe- ally determined. cially, Lussow explains that there was no She was not cocky at stagnant point; Reese was always improving. all,” Sanchez said. “You During the Prospect relay’s meet before meet Erin, and she’s so down state as a senior, she threw the school record to earth. She knew that she was for discus at 150 feet. At Prospect, Reese also good, but even then, she knew she alholds the shot put record at 43-feet-7-inches. ways had room for improvement. She never Lussow especially remembers this meet bragged. She always helped other people out. because they almost needed a second tape Her humble ways have really contributed to measure to reach Reese’s throw. her getting so far as a thrower.”

“That was pretty incredible,” head coach Lussow beNick Lussow said. lieves Reese also “At the time, I Erin Reese’s stats left a huge impact think it was a top on the program, 10 throw in the 2014-2015 not just with the country.” records she broke, • Discus- 150 feet Although Sanbut also how she • Hammer throw- 172 feet chez practiced helped others.

• Shot put46 feet alongside Reese He thinks Reese every day, Reese’s • Weight throws- 58 feet was a perfect role record throw and model for the rest ones like it never events for discus of the throwers at ceased to impress • Took third at the All-Ohio practice, and they her. respected her acChampionships “Every time cordingly.

I watched her “When she of2015-2016 throw, you kind of fered to help coach wondered how she • Discus- 161 feet somebody, it was managed to get the • Hammer throwalmost like I was 175 feet ball like halfway coaching,” Lusacross the field,” • Shot put- 46 feet sow said. “They Sanchez said. “It • Weight throw 58 would listen to her was amazing. Even as much as they feet in discus, she just would listen to glided. It was adme.” mirable.”

After leaving According to Prospect, Reese Reese, the biggest hopes she helped build the reputation; the adjustment to college throwing has been throwers are a tough group who always bethe time commitment, practice length and lieve in themselves. She also thanks Lussow pressure of each meet. During the week Re- for making her the thrower she is today. ese practices about three hours every day in “[Lussow] was a great coach and taught addition to an hour and a half dedicated to me [technique] about a sport I didn’t know working out. much about at first,” Reese said. “He kept Compared to Prospect, Reese thinks the pushing me to get better each day.” practices at Dayton are much more strict.

Looking ahead to Reese’s remaining time “Every practice you are giving your all, at Dayton, Sanchez believes that Reese has and it’s not easy,” Reese said. “But what I a bright future because of her upper body believe is the harder you work, the better restrength and incredible work ethic. Results you will see.” ese’s goals for the future includes being an Both Lussow and Sanchez believe Reese’s All-American and qualifying for nationals work ethic and attitude every day at practice the next three years. propelled her to success. Lussow thinks Re“She has been doing a fantastic job,” Lusese’s coachability also enabled her to perfect sow said. “She won freshman newcomer of her form and improve each meet. the year, so there’s no doubt she’s gonna According to Sanchez, Reese was always keep having success.” open to giving pointers and helping others in

no w ?

Girls’ soccer kicks it into high gear after strong start

BY LEO GARKISCH Staff Writer There has been no change of ingame tactics, no change in coach and four freshmen are on the team.

Yet the varsity girls’ soccer team, which had a disappointing season last year, has hit the ground running, starting off 4-1, losing only to New Trier, the back-to-back defending state champions.

After last year’s team had to wait until very late in the season to celebrate its fourth victory, this year’s team has already done so just a few games into the season.

One factor contributing to the quick turnaround has been the addition of senior Mehgan Rickett, the team’s goalkeeper who has returned after deciding to take a year off from the Prospect team to play for her club team, Sockers FC. With several shutouts under her belt, Rickett has been successful so far and is optimistic about the revamped team she has rejoined.

“As a team we just connected right away,” Rickett said. “We’ve already had such a solid start, and I

don’t think we’re going to give that up too easily.”

Rickett said that many of the changes that have helped improve the team have come from the top, specifically from coach Tom Froats.

One of the changes to the program that she cited as being a key towards the team’s great start has been Froats’s policy that the players’ roles aren’t necessarily determined by grade level. The starting lineup is being determined solely on Froats’s assessment of which players he believes are best prepared to enable the team to win, and no player’s spot is a set in stone.

This, Rickett says, keeps her and her teammates always looking to improve and adds a healthy dose of competition and concentration to practices.

Another one of Froats’s changes that has made an important behind-the-scenes difference has been his new focus on leadership, which includes a book he is having the team read.

Froats explained that in the

SHUTOUT: Senior goalkeeper Mehgan Rickett stops a goal at practice. Rickett’s return to the team after a season away from Prospect

past, when captains would be selected, the players would look only to the captains as leaders and wouldn’t assume leadership roles themselves.

“What I’d like is that everybody on the field is a leader,” Froats said. “Athletically and soccer-wise,

they’ve done everything they need to do. But how you can be a better soccer player is you’ve got to be a smarter soccer player.”

This atmosphere of unity in which, according to Rickett, each player is responsible for holding her teammates to the highest stan-

dard, has allowed for several of the first-year varsity players to thrive on their new team.

Sophomore center forward Shawna Stokes was on junior varsity as a freshman, but in her first year as a varsity player, she has already scored three goals and has become an integral member of the team.

“I try to push pressure away,” Stokes said. “It was easy to adjust [playing on varsity.]”

In addition to the fresh crop of young talent, there are several returning players that have made big impacts.

With a solid defensive core of three or four returning players at any given time, Froats and Stokes are confident that the combination of the flat back four system and Rickett’s solid goalkeeping will continue to allow the team to produce shutouts and, more importantly, wins.

“We’ve got a great group of seniors on and off the field,” Froats said. “I think they’re good role models for the younger [players.]”

SPORTS

FRIDAY, APRIL 15, 2016

play ball

MSL Champions

Sports editor Ryan Molini shares his take on what to expect from the Cubs and the Sox this season. From a Cubs playoff run to the Sox even making the postseason, read more on ... prospectornow.com

Both boys’ and girls’ indoor track won an MSL team title heading into the outdoor season.

Read more on ... prospectornow.com

Momentum carries team into MSL season Youth, passion leads baseball to 5-0 start, opens door for future success

BY DEVIN PRASAD Executive Sports Editor

O

ff the bat, it looked like a routine ground ball, but as the Bartlett shortstop scooped it up and threw it to first on March 30, it was not in time to record an out. Senior Jake Aumuller hustled down the line and was safe at first. This play started off a big inning for the Knights who trailed 8-6 in the game. Following Aumuller’s hit, home runs from both sophomore Ryan Howe and senior Travis Gates opened the door to a four-run inning that allowed Prospect to take a 10-8 lead.

The Knight’s went on to win the game 13-12, and their record sits at 5-0 as of April 8. Head coach Ross Giusti believes the team’s success so far can be attributed to plays like Aumuller’s, which show the heart and passion of the team.

At practices and games, Giusti notices the team immediately sets up and begins practicing, which exhibits the players drive to work hard right away. Howe describes this as a will to win, something Giusti and the other coaches have strived to foster within the program for years.

“The great teams take ownership in themselves,” Giusti said.

“The old saying is you can lead a horse to water, but they don’t have to drink. That’s not true with this group. They’re eager to get things

done, and they coach each other.”

According to junior Ben Courtney, much of the energy on this team comes from Howe and other sophomores Nick Ergastolo and Ritchie Baczek. So far this season, many of the juniors and seniors have come together to help Howe, Ergastolo and Baczek transition to big roles on the varsity team as underclassmen. Giusti feels that the transition has gone very well because all three are already playing with a lot of confidence at the varsity level.

“That’s one thing that you can’t really teach or coach. They just have it,” Giusti said. “[Confidence] is a great thing to have because it allows us to go about our business.

I don’t even consider them sophomores.”

Howe sees the playing time at the varsity level as a great opportunity to learn from the juniors and seniors. He is approaching this season as preparation for the future. He is approaching the challenge by making sure he is in command of what he does at all times.

“Anything you do really impacts the game,” Howe said.

“Whether it’s a little thing like hitting a cutoff or a big thing like getting a hit.”

Giusti compares this team to the 2009 team, which consisted of 4 or 5 sophomores. Those players began to develop early, and by the time they were seniors in 2011,

Play

Hard. Smart.

Play Together.

they finished third in state.

Another reason the Knights have jumped to a solid start is their pitching staff. The staff has been hitting the strike zone consistently. Since the season is still young, Giusti is limiting their innings to help them readjust and protect their arms. Because games are being split between pitchers, each has been an integral part of the undefeated record. Giusti has seen each pitcher stepping up.

“No matter who we put in, they put us in a position to win the game,” Giusti said.

Courtney feels that the pitching staff has done well throwing strikes rather than overpowering hitters. He feels if they can avoid walks and force batters to put the ball in play, the team will make plays in the field and get outs.

The team started MSL play on April 11 against Rolling Meadows.

Courtney feels that the hot start

has created momentum that will continue throughout conference play. However, he feels that it is important to keep that confidence under control and not get cocky.

Giusti feels every game in the MSL is big and no opponent can be taken lightly.

“It doesn’t really matter who we play,” Giusti said. “The philosophy is play hard, play smart, play together [and] all that other stuff will take care of itself.”

Upcoming conference schedule

All that other stuff will

take care

“

Play

“The Philosophy is

FASTBALL, FAST START: Senior pitcher Pasquale Atteo throws against an Elk Grove batter during a game last year. The Knights are 5-0 as of April 10 and began MSL play against Rolling Meadows on April 11. (photos by Cassidy Selep)

of itself.

– Ross Giusti, 4/15 head coach vs. Barrington

4/18 @ Hersey

Athlete: Liam Benson Year: Senior Sport: Volleyball

Q. What do you like best about volleyball?

The thing I like best about volleyball of it. It’s a lot A . isof the“youcompetitiveness vs another guy on the other side of the net.” If you’re looking at passing, when you’re passing there’s one server, and they always try to take advantage of the guy who can’t pass as well. So when you shank a ball or just have a bad pass, the other team automatically thinks you can’t pass.

4/20 vs. Hersey

4/22 @ Conant

4/25 @ Wheeling

4/27 vs. Wheeling

does it mean to you to play for Prospect?

Q. What It means a hell of a lot. I love this school with all my heart. I Prospect columbia blue, so when I go out there I do my A . bleed best to stay positive and try to represent my school to the best of my ability.

Q. What are you looking forward to as the season progresses?

I’m looking forward to getting closer with my teammates and some wins with these guys. We’re putting the work in A . getting at practice, and a lot of people have had their doubts from day one. We kind of want to prove them wrong and show that we are a good volleyball team.

Q. What has been the goal for this year?

The goals this year aren’t much different than our goals from years. We always want to try to win the East; that’s kind A . past of our thing. It’s usually between Hersey and Buffalo Grove, but winning the East and winning a regional at the end of the year [are our goals].