Issue 4, Dec. 15

Wednesday, Nov. 10, 2021 Volume 95 Issue 4 St. Louis Park High School 6425 W. 33rd Street St. Louis Park, MN 55426

WHAT’S INSIDE? Behind the scenes: hiring, firing process layed out PAGE 3 How students are acting on the word of the year: allyship PAGE 8-9 Four things to buy last-minute for the holidays PAGE 16

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TABLE OF CONTENTS Wednesday, Dec. 15, 2021 ECHO

slpecho St. Louis Park Echo The St. Louis Park Echo St. Louis Park Echo

STAFF LIST Editors-in-chief Andrea Melear, Molly Schochet Photo editors: Ayelet Prottas Assistant photo editor: Henry Harper Copy editors: Adam Gips, Tenzin Gyaldatsang & Elena Ortiz-Fishman News editor: Jacob Khabie Features editors: Maren Wilsey, Katie Nelson In-Depth editor: Crystal Diaz Sports editor: Tobias Khabie Opinion editor: Aisha Hersi Entertainment editor: Johanna Kaplan Multimedia editor: Lily Nugteren Business editor: Oliver Smith Web editor: Colin Canaday Staff: Ava Ashby, Abby Bartleson, Annika Cleveland, Sophia CurranMoore, Jordyn Deschamps, Claire Fillbrandt, Lilia Gonzalez, Michael Hoikka, Matt Kanyinku, Harris Keekley, Sam Listiak, Amelia Mickelson, Jacob Perszky, Patricia Lopez-Milian, Char Priadka, Aidan Shafton, Daniel Shope, Avery Stahl, Mya Stanberry, Grace Stillman, Lauren Thon, Liam Woodward Principal: LaNisha Paddock Printer: North Star Media Adviser: Lori Keekley Awards: NSPA Hall of Fame member; 2011, 2016, 2017 NSPA Print Pacemaker Finalist; 2013, 2014, 2015, 2018, 2020, 2021 National Print Pacemaker Award recipient; 2014, 2015, 2016, 2017, 2019, 2020 Online Pacemaker Finalist; 2013, 2015, 2016, 2020 CSPA Gold Crown; 2015, 2020 CSPA Hybrid Gold Crown; 2012, 2014, 2016, 2017, 2018, 2019 CSPA Silver Crown; JEM All State Gold Award print and online.

Photo on cover: Lilia Gonzalez

Editors

NOTE With winter break quickly approching, we present you with our fourth print issue for this school year. This issue may look a little different than the past few. We have cut down the table of contents, editors note and staff list to one page and moved the media policies to opinions in order to allow pages of the same content area to face each other hopefully providing a better flow to the paper. This has allowed one extra flex page to pick which content we want to put on it.

If there are any types of content you would like to see more of, let us know by sending by sending us a letter on slpecho.com. This cycle, we chose to put boys’ hockey on 14, featuring their loss to Minnetonka.

This past month, we celebrated our Echo community by holding our own Echo thanksgiving where we had a hand turkey competiton. Staffers made everything from a Vikings turkey to a Keekley themed turkey.

Since our last cycle, students held a walkout against sexual violence as well as an open forum discussing a white teacher saying the N-word, both of which you can read about online. These events promted our in-depth story for this cycle, featured on page 8-9, which discusses student advocacy and its elements.

On page 3, we have a Q&A with Rick Kreyer, the head of Human Resources, to discuss the protocols behind hiring and firing teachers and how the district deals with misconduct.

Page 11 talks about the correlation between Nordic and cross country and why so many people who are involved in one do the other. We finish out the issue with a review of Adele’s newest album as well as a holiday gift guide for any last-minute shopping you need to do.

Photo by Jacob Khabie

Park pride: Seniors Andrea Melear and Molly Schochet pose at the senior tailgate. The tailgate was Sept. 24.

Table of

CONTENTS

NEWS

FEATURES

6 New CNA class furthers student careers 4 Taking advantage of 7 European history trip longer winter break set to occur

3 Process of hiring and firing

5 Locked out of restroom inclusivity

8 In-Depth: Student advocacy

OPINIONS 10 Staff Editorial: Extended winter break valuable 11 Point counterpoint: Student independence

SPORTS 12 Baskets before the bell 13 From spikes to skis 14 Lone goal breaks ice

ENTERTAINMENT Photo by Ayelet Prottas Jumping for joy: Senior captains Ben Olson and Jacob Favour celebrate after first period goal. Park lost to Minnetonka 7-1.

15 Review: Adele '30' will make and break your heart 16 Four gifts under $30

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News ECHO Wednesday, Dec. 15, 2021

I want to know what qualifications teachers need to have to be hired, and what they have to do to be fired.”

Miles Johnson, freshman

What is the hiring process?

• • •

Jobs are posted on the district website with descriptions and requirements Interviews take place to select those that seem best fit for the job Once hired, they meet with the principal and their department to talk about curriculum and expectation

What happens when employees fail expectations?

Used with permission from Richard Kreyer

Behind the scenes: hiring, firing process Q&A with Richard Kreyer about staff employment Andrea Melear Molly Schochet

Join Echo

Want to embrace your creative side?

Join Echo second semester!

We are looking for writers, photographers, videographers and artists.

Pick up an application outside room C275.

Applications are due by Friday.

DESIGN BY Andrea Melear

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•

A first meeting takes place, where the failed expectation is pointed out and is set to be fixed.

If they still fail to change, a second meeting is placed where the supervisor makes a decision on the following taken action Different procedures are followed depending on the severity of the situation

What happens to employees during investigations?

• • •

If the person would hinder the investigation, they might be placed out on an administrative leave The investigation will take place as fast as possible A meeting will take place to hear their side of the conflict and deliberation will begin

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What happens with a teacher's classes?

•

• •

If it is believed that the presence of the teacher under investigation will affect others and the process, the teacher will be removed.

A substitute teacher is found as quickly as possible while the position for the job is waiting to be filled The head of the department will work with the substitute to have lesson plans for the students

Does the investigation continue if the teacher resigns?

• •

When a teacher resigns, the investigation ends immediately The investigation will continue if it extends to legal persecution

What becomes public knowledge?

• • • • •

If a teacher is fired, it becomes public The allegation, investigation and action of termination become public The specific details of the case and investigation are private under the Minnesota Data Practices Act When a teacher resigns, it becomes public Reasons behind resignations are private

Echo wins National Pacemaker Award Photographers received individual awards Tobias Khabie Liam Woodward

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enior and Echo editor-in-chief Molly Schochet said she was ecstatic after hearing Echo won a National Pacemaker award.

“I’m really proud of all of the work that all the staffers from last year put in, and it especially makes me very proud of the chiefs from last year,” Schochet said. “It’s really exciting because we were not in school for a lot of (last year) and we were still able to make a really cool newspaper.”

The National Pacemaker Award, given by the

National Scholastic Press Association (NSPA), was given to 28 high school publications across the country. Echo adviser Lori Keekley said the Pacemaker Award is the most prestigious honor given to high school publications.

“To be a finalist is really the equivalent of a team winning state,” Keekley said.

Along with the publication-wide award, photo editor Ayelet Prottas, assistant photo editor Henry Harper and one of last year’s editor-in-chiefs Talia Lissauer ranked fourth in the nation by NSPA in the category of Photo Slideshow for their photo gallery of the walkout in light of the murder of Daunte Wright.

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It's not really fair for people who don’t feel comfortable in a gendered-defined bathroom.

There should be more gendered-neutral bathrooms where it is a free space for them to go to the bathroom.”

NEWS ECHO Wednesday, Dec. 15, 2021

Evan Rosvold, senior

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Wiped out of restroom inclusivity Inaccessible gender-neutral bathrooms create frustration Sophia Curran-Moore

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ccording to senior Kris Moe, the hassle of coordinating bathroom usage during school is exacerbated for nonbinary students. Moe said finding a restroom feels like solving a math problem.

“It’s really not ideal. I have to be very strategic about when I use the bathroom, which is annoying,” Moe said.

Moe and other nonbinary students have reported struggling to find accessible and comfortable restrooms.

Senior Jacy Demcisak said they have been rebuked for their gender expression, which makes them feel anxious in gendered restrooms.

“In fifth grade, I got yelled at to get out of the girls’ bathroom because I had short hair and boys’ clothes, so I’ve always felt uncomfortable in the girls’ bathroom,” Demcisak said.

Assistant principal Jessica Busse said gender-neutral restrooms are important for the privacy of nonbinary students.

“Our gender-neutral bathrooms are important for our students who are gender-fluid, and having that privacy of the bathrooms is really important,” Busse said.

Moe said the only two consistently available gender-neutral restrooms are in an inconvenient location.

“There are six gender-neutral bathrooms, but only two of them are regularly accessible,” Moe said.

According to Moe, four of the gender-neutral restrooms usually locked and are unaccessible by students.

“There are two (gender-neutral restrooms) in the Learning Lab, but the door to the Learning Lab is usually locked … there’s one by the athletic hallway, and you can get in there, but only if the gym doors are unlocked,” Moe said. “The one in the main office, isn’t a lot better than going to student services — I got told off once for going in there.”

Senior Avi Pestana said they avoid using the restroom during school, but when they have to, the restroom that is most convenient to use makes them feel uneasy.

“I try not to use the bathroom in school at all.

However, it feels a little weird to be going into the most accessible bathroom, which to me, is the women’s bathroom,” Pestana said. “Being in a gendered space makes me uncomfortable, because they’re gendered femininely, or they’re gendered masculinely, and I’m not either.”

Moe said finding a suitable bathroom takes longer than passing time, meaning they have to miss out on their learning.

“Passing period is “If the genderfive minutes, so even neutral if I was as fast as possible, that’s still going bathrooms were to take me 10 minutes more accessible into my class time, (and) near my which isn’t great,” Moe classes, then said.

I would go.

Demcisak said waiting until it’s possible Currently, they’re to go to the Hennepin all out of the County library is easiway. It would er than using the genbe way too der-neutral restrooms much effort to in the school.

“There are days walk to where when I feel comfortthey are, and if able using the girls’ they’re locked, bathroom, and there there’s no point are days when I’m anyway.” really not. However, I don’t want to walk the whole way (to student Avi Pestana, services),” Demcisak senior said. “I wait until fourth or fifth hour to go to the Hennepin County Library because there are gender-neutral bathrooms there.”

Moe said using any gendered restroom is out of the question, so gender-neutral restrooms are indispensable.

“I would be so uncomfortable going into the women’s restroom … I would rather pee my pants than do that,” Moe said. “Even though they’re out of my way, I’m going to use the gender-neutral ones instead of those. They’re important because I need to pee somewhere.”

Gender-neutral bathroom locations Locked bathrooms • 2 in Large Lab: locked after 11 a.m.

• 1 in Athletic hallway: locked when gym is closed DESIGN BY

Elena Ortiz

Unlocked bathrooms • 2 in Student Services Office • 1 in Main Office Infographic by Elena Ortiz Source Sophia Curran-Moore

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NEWS Wednesday, Dec. 15, 2021 ECHO

WEB PREVIEW

(Getting an extra two days of winter break) makes me really happy to know that the staff really cares about us.”

Charlie Poulter, junior

How to get a COVID-19 booster Shot available to those ages 16+ Lily Nugteren

Photo by Aisha Hersi

Naviance provides support

Naviance is a PowerSchool-powered portal where students may work on assigned tasks, research career options and plan their academic future.

Photo by Zoe Ziessman

Visiting colleges remotely without leaving school or home

As the first quarter of the year has gone by and more people are talking about college admissions, junior Jack Mintz said he took advantage of representative visits to get a jump-start on the college process.

What are COVID-19 boosters?

According to studies conducted by the Centers for Disease Control and Prevention (CDC), protection against the virus provided by the primary COVID-19 vaccines may decrease over time.

A booster shot is an additional dose of the COVID-19 vaccine that will extend the amount of time that the protection lasts.

When to get a booster?

People who have recieved their primary doses of the COVID-19 vaccine are still considered fully vaccinated. At this time, booster shots are not required. They are an extra measure of protection for those who are interested If you received a Pfizer or Moderna primary: at least six months after your primary doses. If you received a Johnson & Johnson primary:

Photo by Patricia Lopez-Milian

Boost: Alberto Lopez sits down for his COVID-19 booster shot at Fairview Hospital Nov. 15. Booster shots ar enow available for people 16+. at least two months after your primary dose.

Which booster should you get?

You do not have to get the same version that you did for your primary doses.

There is no harm in mixing and matching. However, 16 and 17 years olds are only eligible for the Pfizer booster.

Jacob Khabie

Photo by Liam Woodward

Due to massive price increases because of COVID-19 Park has had to cancel its planned kitchen renovations. Building manager James Langevin said kitchen renovations are on the high priority list but he was shocked to see the price of building materials spike due to COVID-19.

For more content go to

slpecho.com twitter.com/slpecho facebook.com/slpecho

Source Centers for Disease Control and Prevention

Taking advantage of longer winter break Two days added to break to promote mental health

Kitchen renovations postponed

Where can you get a booster shot?

COVID-19 vaccines are free and being administered at local pharmacies such as Walgreens, CVS and many more along with local clinics and healthcare providers.

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chool Board members announced they voted to extend winter break to an extra two days Nov. 24. Assistant principal Jessica Busse said the main factor behind this decision was to alleviate the mental health of students.

“I wasn’t part of the decision, but I’m definitely excited about it,” Busse said. “The reason that I understand is that it was for the mental health and well being of our students and our staff.”

Most students are looking forward to the additional days of break.

Junior Raina Nashita said she plans to use the break to improve her mental health as she enters a new year.

“I’m releasing the negative energy I’ve experienced throughout this year. I’m really thinking through and letting go of a lot of stuff.”

Park’s winter break will now be a full two weeks, spanning from Dec. 20 to Dec. 31. School will resume Jan. 3.

What are you planning on doing with your extra two days of break?

“Those two days are going to be helpful because I can spend time studying while also hanging out with my family.”

Jayce Halverson, sophomore “I am going to sit around and watch movies.”

Ruby Livon, junior “I'm going to Puerto Rico, so I was going to miss those two days. It doesn't change much, but now I don't have work to do.”

Hazel Theis, freshman “I’ll probably go to my friend's house or use it as a mental health day for myself.”

Mariah Johnson, freshman DESIGN BY Elena Ortiz

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I’ve never been outside of the country before. I think it’ll be a great experience to go with Mr. Cohen and my fellow students.”

FEATURES ECHO Wednesday, Dec. 15, 2021

Marcus Hosfield, senior

AP Euro getting ready for take off

IN THE SPOTLIGHT Senior runs Pocket Change clothing drive Adill Ade Senior How did you come up with the idea for a coat drive?

Trip set to depart June 2022

I knew that winter was coming up, and that’s the worst season for homeless people to be staying outside in the cold Minnesota weather. It’s something I wanted to do so that they can stay cozy and warm in the winter.

Tenzin Gyaldatsang Sam Listiak

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fter two years of waiting, AP European history teacher Jeff Cohen learned the annual Europe trip had been approved.

Due to COVID-19, the yearly trip was canceled last year, but now he and his students can finally embark.

“The School Board just approved a trip that was initially supposed to happen in June 2020, so I’ve been amassing students signing up, and then telling them the trip is postponed,” Cohen said. “The trip we’re hoping is going to happen in June 2022, is going to be Central European tour.”

For senior Lili Jampsa, the trip will be an enjoyable way to end her high school experience.

“I’m really excited and almost surprised that we are able to go, since we we’re supposed to go two years ago. I was thinking that we weren’t going to go at all, so if we get to go this summer after senior year, I’ll be super happy,” Jampsa said.

Cohen said the trip will be 13 days long, but the exact dates have not been decided due to various factors.

“It’s set for the weekend that school lets out in June — hopefully June 10 or 11. We don’t know until it gets closer because we travel with other schools, so they don’t set a final date until a couple months before we leave,” Cohen said.

Senior Natashia Johannes said the trip will serve as a great way for students who have taken AP European history to implement information learned in class.

“I have not been out of the country before, so it seemed like a good opportunity to travel and apply the knowledge we learned in AP European history,” Johannes said.

Cohen said COVID-19 restrictions for each country are changing constantly, DESIGN BY Mya Stanberry

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Mr. Worldwide: AP European

history teacher Jeff Cohen discusses the Europe trip with junior Mayrim Garcia. The 13-day trip has been planned for June 2022, after being postponed for two years due to COVID-19.

Central Europe Trip

1. Berlin, Germany

• Berlin Wall • Topography of Terror Museum

2. Prague, Czech Republic • Prague Castle • St. Vitus Cathedral

3. Krakow, Poland

• St. Mary's Church • Auschwitz and Birkenau

4. Budapest, Hungary • Mattias Church • Fisherman's Bastion • Walking tour of Budapest

5. Florence, Italy • Not led by travel agency • Duomo Cathedral Infographic Katie Nelson Source Jeff Cohen

Photo by Lilia Gonzalez making it hard to predict what they will need when going on the trip this upcoming summer.

“There’s ongoing restrictions — if you look at countries you’ll see Germany has been more strict. Austria has imposed police checks for vaccines. It’s always changing and that is what makes it so tough,” Cohen said.

Jampsa said she believes due to the large amount of COVID-19 cases in the United States, many countries have been unwelcoming toward U.S. tourists.

“It made me feel as if the other countries don’t want Americans to come since America has been bad with COVID and they probably made the right choice to not let us take the trip when COVID sparked since it would have created a lot of problems,” Jampsa said.

According to Cohen, although students from all classes are always welcome to come on the trip, this year’s trip will host various grades specifically due to the pandemic.

“The nucleus of the trip (participants) are the (students) I have in (AP) Euro.

Every year I’ve had students that I’ve had in other classes. I’ve had (AP) World students. I’ve had students I’ve never met before,” Cohen said. “This year, the reason that there is such a disparity in the grades is that the trip has been postponed twice.”

Johannes said she is excited to learn more about European culture and the intricacies surrounding all of European history. “(I’m looking forward to) learning more about the cities we’re going to and the history with that,” Johannes said. “A lot of the time when you travel you don’t get to learn much about the history of it, it’s usually just for entertainment.”

How did you plan the coat drive?

I made this plan because in the beginning of this year, right after I was done with the last project, I was at the homeless shelter. I was thinking about what the next plan was — I’ve always thought about a clothing drive I wanted there to be a winter coat drive right before the start of the semester. I was talking in the summer with assistant principal Ms. Busse and principal Paddock.

They advised me to join up with a student group.

I started by talking with Student Council. They helped me out a lot and then we got a better plan for the coat drive.

Did anyone else help you run the fundraiser?

A lot of my close friends all know about it. They are always down to help out, do anything they can. A lot of the custodians were a part of it too — providing me with boxes here. I was getting big help from everybody.

What was the overall reaction to the coat drive?

To be honest, I expected way more. I was thinking of filling each bucket that was placed in school. There were two buckets. I was planning on getting them full at least once a week, but we only filled the first bucket in front of the office.

What impact does this have on the community?

I started getting people to do the same. (To) get them to pursue their passion, build a community (like the Foundation) because this world sees a lot of hate going around. It’s also (getting people) to look at the good things, try to do good things.

What do you plan to do in the future?

In the future, my main goal is one day having my own shelter and ending homelessness in Minneapolis. Also getting the Pocket Change Foundation as an actual established organization Adam Gips

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FEATURES Wednesday, Dec. 15, 2021 ECHO

I want to double check everything I’ve learned and make sure I know everything to be a great nurse.”

CC Peters, junior

WHAT'S THE POINT?

Cooking with family brings a latke joy Molly Schochet

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tanding on a step stool covered in oil and potato starch, my dad and I pose for the same photo we take every year.

Since before I can remember, my dad and I have made latkes from scratch every single year for Hanukkah. It might surprise some that it's not the presents that make me most excited for Hanukkah, but the tradition of making latkes with my dad.

Every year starts off the same. We come home from the grocery store only to realize we forgot to buy oil. As latkes are fried and the whole holiday is about the miracle of oil lasting eight days instead of one, oil is pretty essential.

At this point, normally, my mom volunteers to go run out and get the oil while me and my dad start the process of shredding and grinding the potatoes. While my dad and I are the WHAT'S THE main latke-makPOINT? ers, it is important to note that this Food brings process would not be family possible without my together mom's help.

While making latkes is not the easiest or cleanest process, it is super fun.

Over the years, my dad and I have come up with a pretty good routine. My dad cuts and peels the potatoes and I man the food processor.

As I shred and grind the potatoes along with some onion, my mom is helping clean up the cutting board while my dad heats up the oil.

Once the potatoes reach the right consistency, my dad squeezes out all the starch from them. After that we mix the potatoes with flour and egg to help them bind into patties.

Next, is the part of our routine that has taken years to perfect. My dad forms the potatoes into patties and places them into the hot oil, as putting patties into the hot oil with bare hands scares me. I’m in charge of our two frying pans full of sizzling oil.

Later, I take the first latke of the year out of the oil and place it onto the paper towels. Then my dad and I take a pause from making more latkes to just admire our work and the beauty of that crispy brown, sizzling latke.

Despite always ending up sweaty, covered in oil and with dry hands from all the starch, I love making latkes with my dad. Because life gets so busy, we don’t often get a chance to cook together so this time is always super special.

Photo by Ayelet Prottas

Gloves on: Junior Antonia Antony and senior Tenzin Choeyang practice taking care of a patient in class Dec. 1. The CNA class gives students the chance to take the official nursing assistant exam at the end of the semester.

CNA class opens career opportunities Course provides head start in medical field Avery Stahl

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his year, a certified nursing assistant class (CNA) has been added to the curriculum. It was made to help students gain a background on working in a nursing environment.

Alison Luskey, who teaches the class, said the elective develops skills that would be useful in a medical career and helps give students a boost into the field with hands-on experience.

“The class prepares students to become nursing assistants through the state. A nursing assistant cares directly for a patient,” Luskey said. “Whether they are taking vital signs, helping a patient get dressed, helping with grooming (or) hygiene, it gives a person an experience in caring for a patient.”

Senior Matthew Montanez said he has always wanted to go into healthcare in the future, and the class is helping him reach his goal.

“It’s helped me decide what I want to do

in the future because I’m pursuing health care and this class gives me an idea of what being a nurse is like,” Montanez said. “It opens up a lot of opportunities for me.”

According to Luskey, at the end of the semester, students take a certification exam through the state registry.

“The certification is the state nursing assistant exam. It’s a written test and a skills test, and you can’t be a nursing assistant without that state certification. This class helps them get that,” Luskey said. “Taking it through the school also saves students lots of money.”

Senior Tenzin Choeyang said the class itself has helped her understand more about the medical field.

“It’s medical stuff, which I wanted to see how all of it works. It’s given me a lot of understanding of hospitals and what I could do in the future,” Choeyang said.

Luskey said she’s proud of the class she’s helped build and hopes more students will continue to participate in it.

“Any student that is curious about it should come down and check it out,” Luskey said. “We want students to feel excited about it, and see if this is something they ultimately want to pursue in the future.”

The certified nursing assistant class is open to juniors and seniors.

Some skills highlighted in CNA

Bathing patients

Dressing patients

Taking vital signs

Helping with daily needs Infographic Maren Wilsey Source Allison Luskey

DESIGN BY Mya Stanberry

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IN-DEPTH ECHO Wednesday, Dec. 15, 2021

I think student advocacy is important because it helps students stand up for themselves.

Jenna Piehl, sophomore

Photo Ayelet Prottas Senior Symone Morrison speaks out at walkout in front of crowd. The discussion was held to discuss the use of the N-word by a white faculty member. shape in many forms, walkouts have been one of the common ways students have voiced their opinions about important issues.

In the past, spreading the word about protests and walkouts has been difficult, but according to sophomore Lola Powers, social media has helped students spread information about activism opportunities.

“When there’s a bunch of kids standing outside of a school going against something, that speaks volumes. This year, we’ve really been using social media as a tool whereas, in past years, it’s just by word of mouth,” Powers said.

For English teacher Mary Knudson, the learning opportunities at walkouts are as educational as class for students.

“What I mainly deal with and try to get across to students is stories, language and empathy. What’s a better way to get stories than to be at a walkout where people are sharing their stories that are immediately relevant to you and to the school?” Knudson said.

School administration cannot prohibit students from speaking out against issues, but there are other limiting factors, according to assistant principal Jessica Busse.

“If (student) activism is not prohibiting others from learning, then it’s fine. If the walkout creates a situation where other people aren’t able to learn or access learning, then that becomes an issue,” Busse said.

Overall said she has seen the interDESIGN BY Crystal Diaz

“The youth definitely are starting to realize that we play a very important role in society.”

Anna Overall, senior est in student advocacy grow this year.

“Tons of people come in and want to work and want to learn — not even just in activism, just in general at our school,” Overall said.

However, Anderson said walkouts on their own are only effective temporarily and that in order to make a lasting difference, dialogue needs to continue elsewhere. “(Walkouts are) just a starting point that only creates awareness. We need to come to the classroom and talk about it — address the issue one-onone, in small groups and in class discussions,” Anderson said. “In the end, we (need to) give the floor to students to bring out their opinions, their ideas and provide space and time to talk about certain issues in the classroom.”

Furthering discussion to progress Implementing the issues brought up into classrooms is just one way that students and staff hope walkouts and forums can be a productive outcome of

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Photo Lilia Gonzalez Junior Jamie Kraft speaks at student led walkout against sexual violence. This event took place Nov. 18 outside of the cafeteria.

student advocacy.

While Knudson said she feels that walkouts and other advocacy initiatives are beneficial, she said she hopes to see those important discussions translate to school-wide conversations that include administration.

“I wish there was more that we were doing as teachers (and) that admin was doing to open dialogues more because while the walkout happened, there was not a lot of follow up or support spaces that I’ve seen, which (is) kind of disappointing,” Knudson said.

Overall said during these conversations, having administration present can be valuable, there are times when these open spaces should be free from intrusions.

“A lot of times (administration) feel like they need to be there and they need to be present. There’s different times where we do want them to hear our voices, but I think also (it’s important) having people be more comfortable in the space,” Overall said.

For Mainjeni, student voices are influential, moving forward she believes that their suggestions should play a key role at Park.

“Rather than just saying, ‘hey, I'm going to listen to you guys,’ also include and really take into consideration what the students are saying, even if that might sound like a stretch compared to other things,” Mainjeni said. “Really take into consideration what the students think.” Because just saying you're going to listen isn't enough.”

Allyship

Dictionary.com 2021 word of the year

How to be a better ally • • • • • • •

Recognize your privilege Use your privilege to help others Listen and learn from feedback Increase diversity at the table Speak up Surround yourself with other allies Create a safe community

Photo Ayelet Prottas Wanting to speak her voice senior Jada Mclemore raises her hand to speak at the SOAR discussion Nov. 9.

Source Harvard Business Review Infographic Molly Schochet

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IN-DEPTH Wednesday Dec. 15, 2021 ECHO

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It’s not important because people don't listen even when you speak up.

Andrea Varnado, sophomore

Seniors Ayauntu Beldasu, Ezra Hudson and Symone Morrison lead students in discussion Nov. 9. Many students attended the discussion facilitated by SOAR to works toward ensuring a safe community for all.

ALLYSHIP THROUGH SOCIAL CHANGE VOICES CALL FOR REFORM: From student-led walkouts to open discussion forums, activism has become more prevalent. With several important issues arising and becoming prominent, students are raising their voices to fight for change.

Photo Ayelet Prottas

Elena Ortiz-Fishman Lily Nugteren Katie Nelson

Advocacy gives rise to conversation

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ith an increase in student activism, senior Anna Overall said the collective efforts of students have far-reaching impacts.

“The youth are definitely starting to realize that we play a very important role in society. Older people tend to shut out youth, but the more that you branch (out) together and the more you start to work together, that definitely makes a really big impact,” Overall said.

According to writing tutor Addie Welch, students taking the lead in advocacy builds a sense of community.

“Seeing students advocate for themselves by building community with other students, talking about their experiences and finding similarities between their stories is an important way (to advocate),” Welch said. “You’re advocating for yourself by understanding your

own story, but also receiving and giving support to other students in a way that can strengthen someone.”

Freshman Alicia Mainjeni, who is involved in multiple advocacy clubs including Girls United and Students Organized Against Racism (SOAR), said student-run events and groups inspire discussion and action.

“It gives them a chance to talk about things in a setting where other people are either passionate about, or want to be more passionate about, issues,” Mainjeni said.

For Welch, the insight students bring into situations makes them a powerful voice in the conversation.

“Young people, in particular, can be really strong advocates because they often have a unique perspective on the world and are less likely to go along with the dominant culture, which can be oppressive,” Welch said.

Student-led walkouts enhance voices Although student activism takes DESIGN BY Crystal Diaz

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OPINIONS ECHO Wednesday, Dec. 15, 2021

It was pointless before why it wouldn't be two full weeks anyways and it gives us time to be fully immersed in break and relaxing.”

Kiera Trill, junior

MEDIA POLICIES

STAFF ED

Photo by Henry Harper

Brush it off: After winter storm, senior Evan Rosvald brushes off a car Dec. 10. According to Superintendent Astein Osei, two extra days will be added to winter break in order to alleviate student and staff stress.

Extended winter break needed, valuable

Adjustment gives opportunity to prioritize mental health

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or the mental health and physical well-being of all students and staff, the School Board has unanimously made a decision to change winter break to a full two weeks.

The previous plan was for Park to hold school the Monday and Tuesday, Dec. 20 and Dec. 21, before break.

The Echo Editorial Board believes adding these two days off will be of great benefit to students as well as all staff to collectively recover and rest from the fatigue of the school year.

This year has been particularly difficult, with transitioning back to full in-person and still continually dealing with the COVID-19 pandemic.

Students and staff alike are in need of time off to step back and regroup.

In such a challenging time, prioritizing mental health is critical and the full two week break provides significant time to alleviate stress.

In addition, short weeks before any breaks have always seen decreased numbers of students in classrooms, with families traveling for the holidays or students just not

DESIGN BY Grace Stillman

attending.

With everyone fixated on making it through the week to get to a much needed break, those days feel unnecessary in most classes.

While these days, which are reserved in case of extreme winter weather or other instance in which we can’t attend school, are generally unproductive. The Echo Editorial Board believes all other winter breaks should remain two weeks as well.

Due to the timing of winter break, with less accessibility to sunlight and fresh air, seasonal depression is prevalent among many students. Having breaks, allows students and staff to take a stresser off their plates and be able to focus on themselves.

Although the Echo Editorial Board believes this break will be beneficial for everyone, this decision should have been made earlier in the school year as a decline in mental health could have been anticipated.

Many teachers have already set up deadlines during those two days and those due dates potentially could be moved sooner, which would add further pressure for students.

This also may interfere with teachers’ lesson plans and lead to assignments being crammed into the week before break.

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The publications are designated public forums for student expression in which students make all decisions of content without prior review from school officials or the public. The adviser will not act as a censor, but will advise students. Students have the final decision on all content. ​Rationale Prior review or restraint does not teach students how to produce higher quality journalism.

The only way to teach students to take responsibility for their decisions is to empower them to make those decisions freely. Additionally, democracy depends on students understanding that all voices have a right to be heard and knowing they have a voice in their school and community.

Ethical guidelines Content represents views of the students and not school officials. The publications will work to avoid bias and/or favoritism. We will strive to make our coverage and content meaningful and interesting to all our readers. In order to strive for objectivity, journalists should avoid covering stories of which they are involved. Journalists should avoid a real or perceived conflict of interest as well. ​The publications will not shy away from covering newsworthy controversial issues of importance to students. Reporting in scholastic media that omits essential pieces of information because of review or restraint is an indirect form of fabrication. It destroys not only truth but credibility and reliability. We will make every effort to avoid printing libel, obscenities, innuendo or invasions of privacy.

Procedures The publications will avoid electronic manipulation that alters the truth of a photograph unless clearly labeled as a photo illustration.

News publication staff editorials represent the opinion of the editorial board arrived at by discussion and will not be bylined. Bylined articles are the opinion of the individual writers and do not necessarily reflect the views of the staff or administration as a whole.

The publications welcome reader input.

Letters must be signed and should be no longer than 250 words and may be e-mailed to slpecho@gmail.com or submitted in room C275. We will not necessarily publish all letters received and reserve the right to ask the writer to edit for length and clarity. Anonymous letters wherein the publication name does not know the identity of the writer will not be printed.

In the event of an error being reported by readers or noticed by staffers, students should first check to see if the information is erroneous.

If students deem the material to be incorrect, they should alter any online content to reflect the correction and then print a correction in the next edition.

In regard to material appearing on the websites, nothing will be taken down unless it’s proven factually false or otherwise legally deficient as of the time it was published.

Advertisements will be sought from local businesses, school clubs, and sports. We maintain the right to reject any ads we believe to be false, misleading, inappropriate or harmful.

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OPINIONS Wednesday, Dec. 15, 2021 ECHO

WHAT’S THE POINT Normalization of cyberbullying haunting

Students should have a bigger role because teachers can try to understand but its easier when you have students to explain things and talk to.”

Ella Wasvick, junior

POINT COUNTERPOINT

Academic independence requires accountability Recent initiatives provide opportunities for self advocacy

Crystal Diaz

I

am growing up in the generation where technology is normalized. Knowing that can be scary.

Cyberbullying is something I’ve been aware of since I was younger.

It is important to be conscious of the decisions you make online because of the harm it may cause to others.

COVID-19 has really changed my perspective on social media. Before I thought it was all good, and there wasn’t that big of an impact because I wasn’t as active on social media.

During the beginning of the pandemic, I realized how toxic social media can be.

I was surrounded by it consistently. Due to quarantine it was my only form of communication for a while.

Setting boundaries with social media is important to my health. I’ve learned how to balance social media with my mental health, as cyberbullying is seen as normal nowadays.

Someone could write a mean comment and hide behind a screen and nobody would know it was Healthy them.

This is a hauntsocial ing fact. media According to activities Security.org, 29 require percent of people don’t take action boundaries when it comes to cyber bullying.

However, 34 percent block any possible interaction with the bully.

There’s different types of cyberbullying and different levels. For example, if someone who you don’t know leaves a comment on one of your social media platforms, it’s almost harmless, because you don’t know them and you aren’t reaching for anybody’s validation.

The options for social media users to do something about cyberbullying is limited.

There could be a lesson on how cyberbullying affects people and what we as students can do to improve ourselves and our social media presence.

I am still growing and trying to improve my activity on social media.

It’s important to realize we are still humans and we’re all growing. One comment on social media doesn’t define you.

Student autonomy possibly problematic Colin Canaday

H

igh school is a time of growth and learning. Providing social and academic freedom in entirely new ways, the independence that high school allows is still limited — and for good reason.

High school is the transition into adulthood, coming right after the little independence allotted in middle school and right before the limitless independence of adulthood. In this scope, high school should allow more freedom than middle school, but less than adulthood.

The problem with greater student independence arises when a student is given too much independence too quickly. Perhaps a student never performed well in middle school, or there were a different set of standards compared to high school. In this case, that student has little to no safety net to fall back upon.

This is a time wrought with mistakes, because that is how we learn. By forcing students to be too independent early on, we risk these mistakes becoming more problematic. Through aiding students, slowly allowing more independence, these mistakes can be seen as learning opportunities, rather than being strictly punitive.

That’s not to say that students shouldn’t have their voices and opinions heard and considered.

Student feedback in the school system is beyond important, and it’s a crucial part of maintaining equality within schools. But, there should also be checks and balances in place, as well. There should be avenues for communication between administration and students.

High school is a formative period in everyone’s life. Nobody performs perfectly, and there should be no expectations of that.

Too much independence provides too much risk to students.

Student-led is student-first

STUDENT VOICES Should studentled learning be continued in the school?

“I like it because we get more options and get to decide our academic progress.”

Martha Lawrence, sophomore

“I believe student-led should be continued in some aspects and discontinued in others.”

Samuel Hudson, senior

Sophia Curran-Moore

S

ome of my peers rely on their teachers and parents for their academic success.

Park becoming more student-led leads to students’ independence.

Since I began high school, I’ve heard the administration say they want more student involvement in how the school operates. This year, Park started various initiatives to make school more student-involved, such as student-led conferences, Non-Traditional Academy and more student-directed discussions and walk-outs.

COVID-19 exposed the importance of student independence. Distance learning was a struggle for many students, which shows that we haven’t been provided enough opportunities to take charge of our own education.

COVID-19 is one of many issues our generation will face. Not only will we have to get an education and find a job, but also handle the effects of racism, political instability and the climate crisis. If school trains us to rely on older generations, we will not have the self-discipline necessary to combat these issues.

Students are more engaged when they have opportunities to take initiative for their own learning. When we help decide what we learn about, we are more interested because we choose to learn about what is most relevant to our lives.

Putting the students in control is also more equitable. Park has a racially diverse student body, yet the staff is almost exclusively white.

When students, instead of teachers or administrators, get to make some decisions, it shifts the power away from white teachers and toward the diverse student body.

Although having students lead is not favorable in every single situation, it is beneficial to students that Park is seeking more student voice.

PARK TRAIL Matt Kanyinku

DESIGN BY Grace Stillman

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SPORTS ECHO Wednesday, Dec. 15, 2021

People are more focused in the mornings, our minds are fresh. It gets us in a good routine, and it is good because it means we get more sleep which helps us play better."

Cameron Delorme, senior

Buckets before the bell

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MEET THE ATHLETE Ella Wasvik, junior Gymnastics How long have you been doing gymnastics?

This is my third year on the high school team, but I started when I was younger. I think around 2 years old. I did it for a bit when I was a little kid, but I started again freshman year.

What do you do to get over a mental block on new skills?

It’s important to have the people that are around you support you. They’re usually cheering you on. I don’t focus on falling when doing the skill.

I just try to focus on going for it.

What has been your biggest accomplishment?

Splash: Junior Stefano Giovannelli shoots a 3-point shot during practice Dec. 13. Giovannelli said the early morning practices help teammates hold each other accountable.

Photo by Henry Harper

Team switches to morning practices Tobias Khabie Aidan Shafton

J Photo by Ayelet Prottas To the hoop: Senior Blake Anderson drives to the net looking to make a basket during practice Dec. 1.

Photo by Ayelet Prottas Pump fake: Junior Stefano Giovannelli fakes a shot during practice Dec.1.

DESIGN BY Tobias Khabie

unior Stefano Giovanneli was accustomed to spending hours after school for football. But when basketball practices were switched to mornings, he said he was elated to have his afternoons back.

"All of us who played football experienced getting home at 6:30 (p.m.) every day and having only a couple hours to do whatever we had to do,” Giovannelli said. “We’re excited to come home after school each day without having to worry about staying after and practicing.”

Coach Dave Breitenbucher, who teaches at the middle school, said he switched the practice to the mornings so he follows his middle school schedule. According to Breitenbucher, the early practices will require the team to adapt to a different sleep schedule.

“The biggest thing is everybody’s got to be disciplined to get to bed early enough to make sure that we’re getting adequate sleep,” Breitenbucher said.

According to Giovannelli, accountability has been a major focus for the team this year, especially when it comes to attendance.

“It’s teaching us good habits of getting to bed early and getting out of bed early,” Giovannelli said. “It’ll help us become more mature.”

Senior Blake Anderson said he has seen an uptick in accountability, which has created a stronger community for the team.

“Guys are holding each other more accountable to get to practice on time. It creates a better environment for the team,” Anderson said.

Anderson said the environment has translated to performance, shown when the team started the season 2-1. Park will face Mound Westonka 7 p.m. Dec. 18 at Hiawatha Collegiate High School.

My biggest accomplishment is my dismount on beam. I was able to do it around day two, but it was definitely a struggle. It was hard to perfect without any spotting or special mats. It’s definitely not perfect, but I try to do it again and again. Having people around me to support me made me feel better about going for it.

What drives you to keep pushing yourself?

The love for the sport is a big part of my motivation. I always want to get more skills down and learn new things. It’s just a lot of fun for me.

How does the relationship with your team help you perform as a gymnast?

You definitely have to talk to people because it’s a very scary sport. My first year on the team, I didn’t talk much at the beginning of the season.

That’s not something you should do and I make sure to talk to people no matter what, even if I don’t know them.

What are your goals for the future?

Currently, I am working on a back handspring on floor. My goal for beam is to get down my tumbling pass. On bars, I’m working on my fly away sole circle dismount. For vault, I am working on my front handspring and just getting more comfortable. In the long run, I’m not sure.

A few people on the team are more passionate and may have bigger goals in the future. For me, gymnastics is about having fun. I love learning new things and connecting with people.

Char Priadka

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SPORTS Wednesday, Dec. 15, 2021

“

ECHO

It’s really good for new kids knowing that they have someone at least to talk to on the first day. A lot of this stuff can be nerve racking, so having similar people on both teams is beneficial."

Henry Nelson, senior

OUT OF THE PARK Embracing failure creates welcoming community Danny Shope

I

was laying face down, 20 yards from the finish line. I didn’t stay down for long, though.

As quickly as I could, I clumsily untangled my skis, got back up and spit out a piece of snow as I made it to the end of my first Nordic skiing race.

When I crossed the line and collapsed again, this time out of exhaustion, the embarrassment started to sink in. Not only had I finished almost dead last, I had also face planted in front of my coaches, my parents, and most unfortunately, all the upperclassmen I wanted to prove myself to so bad.

While I was still on the ground dreading having to face everyone, a couple of my teammates came over to help me up. “Dude, that was an epic Superman fall,” one of them said after making sure I was okay. “Almost as good as the one I just What’s the had coming down that second to last hill.”

POINT? As we walked over to Persistence put our warm clothes on builds and cheer on the other confidence skiers, we all laughed about my other teammates’ crazy wipeout stories. Even the team captains chimed in about times they had fallen off the race course, collided with other people and done the splits involuntarily on skis. This all made me slightly terrified about skiing, but I also felt a lot better knowing the people I admired so much also fell down.

Nordic is an individual sport, but it doesn’t feel like it. Everyone wants their teammates to be successful and feel welcomed, and they’re willing to go far out of their way to make that happen. It’s just how the team is, and it’s contagious.

During my time on the Nordic team, I’ve fallen dozens of times in some of the craziest ways possible, and while it’s certainly still embarrassing, I’ve realized that failing — and falling — isn’t as bad as I think it is.

Even more importantly, I’ve realized how much I admire those teammates who were willing to put themselves out there, and sometimes even make themselves look ridiculous, just to make other people feel like they belonged. Now that those people who made me feel included in my freshman year have graduated, it’s my turn to try and have the same impact on other people.

Photo by Grace Stillman Tis the ski-son: Seniors Henry Nelson and Tait Myers prepare for Nordic practice Dec. 8. The Nordic team practiced at Theodore Wirth Park alongside teams from other schools.

Let it snow: Hoping for more snow, junior Rachel Katzovitz and sophomore Eliana Montero-Ward throw snow seeds Dec. 2.

Katzovitz said the Nordic-cross country overlap helps build a strong community.

Photo by Grace Stillman

From spikes to skis, community blossoms Athletes participate in both sports due to shared skills

W

Jacob Khabie

hen junior Rachel Katzovitz first started participating in Nordic skiing, she had no intention of joining the cross country team the following year. However, according to Katzovitz, joining the cross country team changed her mind.

“It just really helped technique, endurance, stamina, and a lot with the mental aspect,” Katzovitz said. “You’re racing a 5k, but the only difference would be you’re either skiing it or running it.”

Katzovitz is part of the handful of athletes who participate in both cross country and Nordic skiing.

According to Nordic coach Pat Hartman, the overlap between the two sports is due to their similar athletic nature and technique.

“It’s a pretty natural transition. They’re both endurance sports,” Hartman said. “(There’s) similar aerobic capacity needed for both of them, there’s a lot of really good crossover, so it’s pretty common that kids do both.”

According to sophomore Tommy Walsh, participating in both cross country and Nordic skiing not only helps build his endurance and skill, but is also very convenient for those who

Upcoming Meets Dec. 15

3:45 p.m.

Hyland Park Reserve

Dec. 23

3:45 p.m.

Hyland Park Reserve

Jan. 6

3:45 p.m.

Baker Park Reserve

Jan. 11

3:45 p.m.

Carver Park Reserve

Jan. 18

3:45 p.m.

Elm Creek Park Reserve Scan here to see full schedule

Infographic Tobias Khabie Source gopark.org

want to maintain their skill and stay in shape in the offseason.

“It’s a really easy way to take either one of those sports (to) the next level of training,” Walsh said. “It’s not a lot of extra work you have to do in terms of scheduling and organizing to do offseason training because it’s two well organized and coached sports.”

Hartman said doing both sports can have many benefits, since same skillsets are used.

“It’s about keeping that elevated heart rate for a long period of time and knowing how to pace yourself,” Hartman said. “To do those, especially for a teenager, you need a pretty decent mental fortitude to do it, because it takes some self awareness but also perseverance and just knowing how to pace yourself.”

Katzovitz said having the overlap of athletes between the two sports is helpful from a social aspect.

“A lot of us can complain about running cross country and then also can hang out in the fall and then again, we see each other in the winter so we’re just a lot stronger of a team,” Katzovitz said.

According to Walsh, having the shared family of Nordic and cross country athletes helps build on the pre-existing communities to form one larger circle.

“Everyone’s friends with everyone on the team,” Walsh said. “It’s like two big environments that are merging together.”

DESIGN BY Tobias Khabie

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SPORTS Wednesday, Dec. 15, 2021

OUT OF THE PARK Takeaways from athletics throughout COVID-19

T

“

ECHO

Katie Nelson

oeing the line of my last cross country race of this season, surrounded by 300 other runners, I was reminded of the stark contrast between this season and last. As most athletes can attest to, the pandemic impacted so many aspects of sports.

As an athlete involved in three sports — cross country, Nordic and track, the experience during the 2020-21 school year was one I will never forget. Beginning in March 2020, the pandemic immediately put a halt to my athletic activities, starting with my freshman track season. It soon became obvious any hope of a season was out of reach. Instead, my only source of exercise were daily runs around the neighborhood between Zoom meetings. Fast forward to summer, restrictions were relaxed and cross country was given the go to hold summer practices.

Heading into the season we were given pods, splitting up the team What’s the based on ability. Although this was necessary POINT? to contain a potential outLack of break, the team dynamic normalcy was not the same.

Athletics during brought a pandemic was an positives, experience that changed negatives the way I viewed sports.

Cross country became not only an activity, but my outlet for socialization after copious amounts of isolation.

Soon, practice became my favorite part of the day, not only for the opportunity to get out of the house, but for a break in the mundane routine of distance learning. This season, with huge invitational meets, hundreds of participants per race, screaming fans everywhere and a vibrant team atmosphere, was special to say the least.

If there is one thing that the pandemic had a positive impact on, it was my first Nordic season.

Had it not been for COVID-19, I would never have joined Nordic skiing. But during distance learning, I was able to try new things and find something that I really enjoyed. The structure created by the pandemic was a great environment to learn in. Varsity skiers went to Theodore Wirth and lower-level skiers were at Louisiana Oaks, which gave me an easier place to gain skills without the challenges of larger hills. Although we had restrictions with racing and mask wearing, it was still an amazing experience.

Being an athlete during the pandemic showed me the value sports play in my life and to not take those experiences for granted.

I play sports, and I’ve been to football games, soccer games, hockey games. I really like the community. I also like how fun it is being at a sporting event and supporting the team.

Kate Grimm, freshman

Sole goal breaks ice

Loss marked by barrage of seven Skipper goals Tenzin Gyaldatsang

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ollowing a blowout loss to Minnetonka, sophomore Alexander Hokenson said the team needs to improve its mindset to win.

“I think we’re doing good. We have the right intensity, we made some small mistakes. We just need to focus,” Hokenson said.

After a first period goal, Park was unable to score for the rest of the game.

Coach Ben Horsch said the team’s game plan played out as planned with solid defense and tenacity.

“It obviously worked tonight. You get a team like that, top-15, top-10 team in the state, you get a goal lead on them, that’s big time. But what our kids did tonight was condense in the defense zone,” Horsch said. “We blocked probably 15, 20 shots tonight, which (although) that’s not our team, that’s the kind of culture we’re trying to bring, so that was really nice to see.”

Minnetonka attacked heavy on offense, racking up 64 shots

Photo by Ayelet Prottas

Eyes on the goal: Junior Cole Taylor celebrates a goal by senior Ben Olson, Park’s only goal of the game. Park lost to Minnetonka 7-1. on goal. According to sophomore Drew Hoenie, the team needs to work on its consistency.

“We played well the first two periods.

Third period we kind of ran out of gas.

Our goalie played well. We have to be better in the last 10 minutes,” Hoenie said.

Horsch said although the second period didn’t go as expected, the team is beginning to reap the fruits from its labor.

“They’re starting to see (if) they put in the right position, just compete, that we can be there with any team, whether we get out shot or not. We got one of

the best goalies not in the state, but the whole country,” Horsch said. “We got to start doing the right things every single period, not just one.”

Horsch said despite the 7-1 loss, sophomore goalie Josh Middleton’s performance was imperative to the team’s stability during the first two periods.

“Josh played such a good game tonight and kept these kids in it the whole time. And it was a little upsetting at the end that they got five goals in about 10 minutes,” Horsch said. “Josh keeps us in every single game.”

Park is set to face off against Orono 2 p.m. Dec. 18 at the Orono Ice Arena.

Celebration central: Senior captain Ben Olson celebrates the sole goal of the game Dec. 9.

Park lost to Minnetonka 7-1.

Photo by Ayelet Prottas DESIGN BY Ayelet Prottas

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I like the beats in the background and the choruses (in the songs).”

ECHO

Mia Hansen, sophomore

ENTERTAINMENT Wednesday, Dec. 15, 2021

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REVIEW

Adele’s ‘30’ will make, break your heart Album inspires resilliance, self love Sophia Curran-Moore

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hen I listened to Adele perform songs from her new album in her “One Night Only” television special Nov. 14, I was spellbound. Her performance made me want to learn more about her and to listen to her entire album. I did not regret that decision.

Adele released the studio album “30” Nov. 19. She wrote it while going through a challenging divorce with Simon Konecki. Her raw and complex emotions are present throughout the album. As I listened to it, my heart was broken and rebuilt, just as hers was.

“Easy on Me” was the first song I heard from the album. It was an instant hit, and has been in the top spot of the Official Singles Chart for five consecutive weeks.

“Easy on Me” perfectly expresses how exhausting it feels to constantly make sacrifices to accommodate others. In particular, women are often expected to put men’s needs first.

The song is also about the pressures of being famous. Adele signed her first contract with a record label in 2006, mere months after her high school

graduation. She quickly became well known, so she had little time to enjoy her youth. It was brave of Adele to point out the pitfalls of stardom, because it tends to be overly romanticized.

In the song “Strangers by Nature,” Adele realizes her partner is not the sole reason for her divorce. She recognizes that her own insecurity negatively affected relationships in her life, especially her marriage.

She must have a good relationship with herself before she can have a good relationship with others. It was wise of Adele to acknowledge her own flaws, unlike many other artists.

In addition to her sadness, Adele felt anger. “Love Is a Game” is about the disappointment of losing the game of love. Her divorce felt like a failure, and caused her self-esteem to plummet. This song demonstrates the impressive range and dynamic contrast of Adele’s voice.

Additionally it was interesting to end the album on such an unsettling note.

Although I wished for a more hopeful ending, “Love Is a Game” had a more realistic ending, because it takes a long time to recover from trauma.

Adele’s reflections on her divorce can be applied to life. In the end, Adele overcame her divorce, and today she is a powerful woman.

She was able to grow from her sorrow, which inspires me to see difficulties as opportunities for growth.

Overall, this album is a masterpiece.

Adele’s road to success 2008

‘19’ album release

The debut studio album by English singersongwriter Adele

2011

‘21’ album release

First artist to have an album at the No. 1 spot on the “Billboard 200” concurrently with 3 No. 1 singles

DESIGN BY Lilia Gonzalez-Baldwin, Lily Nugteren

2013 Oscar for ‘Skyfall’

Her song “Hello” became a huge hit, which debuted at No. 1 on the “Billboard Hot 100”

2015 ‘25’ album release

Titled as a reflection of her life and frame of mind at 25 and deemed a “makeup record”

2015-2021 Personal life changes

Between 25 & 30, Adele married, had a baby, divorced, and lost more than 100 pounds

2021 ‘30’ album release

This album full of ballads addressed Adele’s divorce, and motherhood Infographic Lily Nugteren Source The Famous People Fair use from Columbia Records

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ENTERTAINMENT ECHO Wednesday, Dec. 15, 2021

4 gifts under $30

Gift cards are a good idea for a gift, like a $25 gift card to a restaurant or store.”

Niya Hollie, sophomore

Best last-minute holiday gifts

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Grande Cravebox For $25 you can get the grande Cravebox with 50 different snack options inside. The snacks inside the box range from salty to sweet and include Goldfish, Rice Krispies and Fun Dip. This is the perfect gift for some who “already has everything” as no one can ever have enough snacks in their life. This is one of the 12 boxes Cravebox has that is under $30. Some of the other types of boxes are a healthy box, Halloween box, gourmet box, birthday box, Christmas box and student box.

With all these different options, you will surely find something for someone on your gift list.

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Voluspa Candle With scents like “Crushed Candy Cane” and “White Cypress,” Voluspa holiday candles are perfect for anyone from your best friend to your grandpa. According to Voluspa’s website, candles burn up to 90 percent cleaner than traditional candles and contain natural wood wicks.

Carhartt Beanie If someone on your list is telling you how cold they are, then a Carhartt beanie would be perfect for them. This beanie comes in 20 different colors and is made from 100 percent ribbed knit acrylic, offering a comfortable wool-like feel. Carhartt’s website states the company also partners with organizations such as the National Park Foundation to protect the planet.

Cards Against Humanity The best way to describe the game is an Inappropriate “Apples to Apples.” The original game has 500 answer cards and 100 fill-in-the-blank cards. Because the game can get a little raunchy, I do not recommend this as a gift for a family member. But if you want to have some fun with friends, this is the perfect gift for them.

Infographic by Molly Schochet Photo credits Cravebox, Voluspa, Carhartt and Cards Against Humanity

Johanna Kaplan Fair use from Walker Art Center, Netflix, Sony Pictures and Disney+

DESIGN BY Lilia Gonzalez-Baldwin

Dec. 18

Utilizing vibrant colors and designs, British artist David Hockney’s work will be displayed at the Walker Art Center Dec. 18-Aug. 21.

Dec. 24

With Leonardo DiCaprio and Jennifer Lawrence, “Don’t Look Up” is a satirical sci-fi film with a star-studded cast. It will be released Dec. 24 on Netflix.

Dec. 25

“A Journal For Jordan” is the story of a soldier away at war who writes a journal for his infant son. The film features Michael B. Jordan in a starring role.

Dec. 29

“The Book of Boba Fett” is a Star Wars adventure series set in the fantastical world of “The Mandalorian.” It will premiere on Disney+ Dec. 29.