Echo issue 4

Echo

THEATER PERFORMS

TEAM CHANGES SECTION

JAMES BOND RETURNS

The upcoming musical features audience participation PAGE 4

Boys’ hockey begins first season in a new section PAGE 9

“Spectre” fails to meet high expectations PAGE 12

Tuesday, November 10, 2015 Volume 87 Issue 4 St. Louis Park High School 6425 W. 33rd Street St. Louis Park, MN 55426

SLPECHO.COM

Temporary custodian arrested for alleged sexual misconduct Alleged incident occurred after normal school day Olivia Sieff oliviasieff@slpecho.com

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83%

of students think the school should have informed students and parents about the incident

The custodian had one Minnesota DWI and one Minnesota assault charge Court date set for Nov. 10 Command Center paid custodians $7 an hour. New substitute custodians will get $14 an hour.

enior Brenda Hernandez said she has always felt afraid of being at school after the school day, but now she said she feels even more scared of the school after hearing about the custodian arrested recently for sexual misconduct.

“I think I read it somewhere on Facebook. Someone posted it and I was like ‘what?’ I was a little surprised. I couldn’t believe it,” Hernandez said.

“The school should be more careful about who’s working.”

Fasel Mohamed Ali, a custodian hired by St. Louis Park Public Schools through a temporary work agency, was arrested for nonconsensual sexual conduct at the high school.

The victim called the police at 10:30 p.m. Oct. 9 after Ali alledgedly asked her to let him into the locker room to find his cell phone, and then proceeded to touch her in a sexual manner, according to the Hennepin County Attorney’s Office report.

Additionally, Ali’s criminal records include two other misdemeanor charges in Minnesota, including second-degree driving while impaired (DWI) and assault in the fifth degree.

From multiple states’ public records, including California and Arizona, Ali was also charged with six prior DWI’s and arrested for a felony motor vehicle theft in Phoenix.

Upon arriving at the school, police officers found Ali hiding in the locker room shower, arrested him and currently have Ali in custody. Ali’s court date is set for Nov. 10.

First response

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rincipal Scott Meyers said his first reaction after hearing about the incident was to ensure student and staff safety.

“I wasn’t directly involved because of the timing of the incident, because it was after school hours and not when students were here in session. I obviously have the staff and the students in mind to make sure they’re safe,” Meyers said.

In the future, Meyers said he hopes the district continues to ask questions about employment and incident procedures.

“I think the steps right now are asking the questions that need to be asked. Any employee that comes to St. Louis Park has a background check, so we would just continue to ask questions surrounding the situation, but also thinking about future ones,” Meyers said. “My questions right now are, for the time being, ‘do we know that our students are safe?’”

Asking questions

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Infographic Cedar Thomas Source Survey of 287 students, outside investigator & Minnesota Recovery Connection Art Emma Dietz

im Sension, freshman grade level coordinator, said he doesn’t believe the school or the district did enough to ensure the safety of the school regarding the background checks and hiring of employees.

“To know that we have people who have, first of all, not gone through background checks before they’re here is very concerning to me,” Sension said.

“I know that the (school’s) argument will be that (the

custodians) are here after school and not when students are here, but there are kids here until 10 p.m. every night. So I don’t think that’s a valid excuse.”

According to Command Center’s website, all employees must pass a drug test and a background check. The district requires a criminal history background check of all district employees within the schools. In the case of a temporary agency, like Command Center, the district may choose to do an additional background check of the temporary employees or rely on the background check done by the company.

Sara Thompson, director of communications for St. Louis Park Public Schools, said in a Nov. 3 statement, the district evaluated its relationship with Command Center, and is currently using the district’s custodians to cover the lack of staff.

“We have evaluated our contract with the janitorial service in question and have terminated our temporary janitorial service with them,” Thompson said. “On the district level, we have tightened up our temporary janitorial service guidelines. Currently, we are using our own custodians to cover temporary janitorial service needs.”

Additionally, Sension said Command Center employees were allegedly still at Park until the last week of October. Command Center’s branch in Hopkins said employees were last at the high school Oct. 23.

Thompson said the company was not working at the school the week following the incident.

According to Minnesota Recovery Connection, an organization aimed at helping recovering addicts, Command Center is seen as a “felon friendly” company and pays an average of $7 an hour for employees. Sension said he was aware Command Center is a company known for hiring felons, and said he believes the district only used the temporary agency because of its low costs.

“I have a friend in the same industry and he kind of laughed when I mentioned that we used Command Center,” Sension said.

Thompson was unavailable to comment on these claims.

Future steps

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hompson said, in the future, the district will use substitute custodians and will now require all employees from outside companies to undergo background checks done by the district. A job listing for substitute custodians can be found on the district’s hiring site, with the hourly pay at $14.

“We currently have job openings for our own St. Louis Park Public Schools substitute custodians, similar to the substitute teacher process currently used by the district,” Thompson said. “These substitute custodians will be screened and have a full state and federal background check.”

Meyers said he believes the district and school are taking the right steps toward making sure another incident of this nature doesn’t happen again.

“The school and district are working together now to really ask the questions about what do we need to do make sure something like this doesn’t happen again. I feel confident that some of these steps have been taken already,” Meyers said.

Both Command Center’s Hopkins branch and national headquarters declined to comment on the issue, and questions asked to Tom Bravo, the district’s facilities manager, Richard Kreyer, the district’s human resources director and Rob Metz, the superintendent, were rerouted back to Thompson.

The Echo used an outside investigator to aid in fact-checking this story.

The Echo will continue to investigate this issue.

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NEWS

Echo Tuesday, November 10, 2015

I think it’s helpful to have Tanberg back because he’s really knowledgeable in all areas of math.

Emily Path, senior

WEB PREVIEW

Photo Julia Nathan

Bird Feeder joins with community

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ird Feeder adviser Sophia Ross sits at her desk in room B226, the food shelf’s storage room.

Ross said as Thanksgiving approaches, the Bird Feeder prepares to stock up for more food requests.

Bird Feeder manager Mackenzie Evenson said in order to respond to the increase in food packages, the food shelf anticipates fundraisers with the boys’ hockey team, a local church and classes at the high school.

Celebrate victory: Mayor-elect Jake Spano, center, poses for a picture with supporters at his election party Nov. 3.

His win was celebrated that night at Bunny’s Bar and Grill.

Jake Spano elected mayor City Council member beats Conrad Segal Sam Orloff samorloff@slpecho.com

C Photo Kaylee Chamberlain

Quarter grading day canceled

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sychology teacher Sarah Lindenberg grades papers at her desk Nov. 5, trying to finish her work before the end of the quarter.

According to assistant principal Kari Schwietering, the canceled grading day was unintentional and will most likely not happen again.

Sophomore Chava Buchbinder said when she heard teachers weren’t having a grading day, she was frustrated about the limited amount of days.

Buchbinder said she believes students need another day off.

ity Council member Jake Spano won 77.76 percent of the vote in an election to fill the vacancy created by St. Louis Park mayor Jeff Jacobs’ retirement, according to the office of the Minnesota Secretary of State.

Spano said his victory in the Nov. 3 election adds another chapter to a story of lifelong political interest.

“I got started just by volunteering on a political campaign and ever since then, I’ve been involved,” Spano said.

According to Spano’s campaign, he previously served as a City Council member and as

Math tutor returns to Learning Lab

J Junior makes tennis history

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unior Natalie Lorentz returns the ball during State Oct. 29.

Lorentz made Park history when she became the first student — male or female — to play in the State tennis tournament.

Lorentz won her first match at State but lost in the second round to Haylee Haakenstad, the No. 1 tennis player in the state.

For more content go to slpecho.com twitter.com/slpecho facebook.com/slpecho

“It was a good, clean campaign without any of the things people usually complain about,” Segal said. “My opponent has good intentions, and I think that this was a healthy race.”

Spano said, as mayor, he looks forward to increasing coordination between the city and the schools.

“I would like to see closer cooperation between the School Board and the City Council to make sure that the policies we implement at the city level support what’s going on at our schools,” Spano said. “Our schools are one of the main attractions for people to come to our city.”

According to freshman Will Staib, Spano’s political experience translates into a proven record.

“Having served on the City Council, I’m sure (Spano) will

Nov. 3 mayor election results

77.76%

Spano

21.92%

Segal

Infographic Jayne Stevenson Source Office of the Minnesota Secretary of State

do a good job for St. Louis Park,” Staib said.

Spano said high school students’ participation in local politics matters.

“Find somebody you are excited about working for or run for yourself,” Spano said. “Get up and get involved.”

Tanberg humbled by warm welcome back Alec Pittman alecpittman@slpecho.com

Photo Harrison Barden

Minnesota Secretary of State Steve Simon’s chief of staff.

Spano’s opponent, Conrad Segal, won 21.92 percent of the vote, according to the office of the Minnesota Secretary of State.

Segal said the election allowed for an exchange of ideas not seen in St. Louis Park since before the appointment of Jacobs more than 20 years ago.

“I would say this was a great opportunity to raise issues, especially on things where my opponent and I disagreed,” Segal said.

According to junior Camarie Martin, the election of a new mayor brings uncertainty.

“A new mayor is more of an unknown than a mayor who has been in the office before,” Martin said.

Segal said he emphasized the cordial nature of the campaign.

Photo Emily Tifft

unior Kirby Goodman said she spent hours working with Will Tanberg, the math tutor in the Learning Lab last year.

She said she missed his help when he didn’t return at the beginning of this year.

Goodman said she enjoyed hearing Tanberg recently returned to the Learning Lab. “I am very excited about his return. I was very dependent on him for math and chemistry help last year,” Goodman said. “It is nice to get a different person’s way of explaining things.”

Tanberg said the welcome he received was humbling.

“I missed this place and the students and the staff. It couldn’t have been a warmer welcome from anybody,” Tanberg said. “It is great to be back.”

Tanberg said he returned for

various reasons, including fond memories of working at Park.

“I had been student teaching because I hadn’t received my teacher’s license yet. Due to multiple circumstances the situation just didn’t work out,” Tanberg said. “I also realized how much I missed working here, which was a big part of my decision.”

According to Goodman, the one-on-one teaching style benefits students who don’t grasp concepts in class.

“It’s great for students to have another place to go for math help besides their teacher,”Goodman said.

Tanberg said he specializes in the smaller environment of the Learning Lab. “It is different than a large class environment where you are trying to teach 30 or more students at the same time,” Tanberg said. “You can tailor the information to that particular student.”

According to Tanberg, he most enjoys moments when he helps students understand mate-

Photo Julia Nathan

Math help: Learning Lab math teacher Will Tanberg helps junior Raeann Selly Oct 29, the same day he came back. Although he left his position at Park to take a student teaching job, Tanberg said his fond memories of Park contributed to his decision to return. rial they didn’t before.

“My happiest moments here are when I can really help a student, and those moments where they finally understand something,” Tanberg said. “To see them succeed in somewhere where they thought they weren’t succeeding before — that’s an awesome thing.”

Goodman said help from Tanberg raised her confidence on the subjects taught.

“Refreshing the topics we were learning about made me

feel like I understood the material much better,” Goodman said. “It made me feel much more confident on tests and quizzes.”

According to Tanberg, having more adults in the building allows for more connections between staff and students.

“There is a theory that there should be at least one adult in every school that a student can connect with,” Tanberg said.

“Having more adults available to do that helps.”

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I think that since it’s darker out for longer you feel more tired and get less vitamin D.

HEALTH Echo Tuesday, November 10, 2015

Hope Cassman, freshman

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With cold come winter blues

Seasonal change affects mood, causes depression Polina Pekurovsky polinapekurovsky@slpecho.com

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innesota boasts the eighth and 10th least-sunny counties in the United States and many others that top the gloom list, according to The Huffington Post.

Minnesota is also home to many of the 20 percent of Americans who suffer from seasonal mood changes.

According to Norman Rosenthal at the National Institute of Health, 6 percent of Americans manifest symptoms of Seasonal Affective Disorder (SAD).

Senior Kate Ruhland said a doctor diagnosed her with SAD in 2013.

“When I contacted my doctor about (SAD), they were able to provide me with a lamp that helps simulate the sun,” Ruhland said. “Every day I have to take my medicine for SAD and major depression and also use my lamp.”

Social worker Daniel Perez said he defines SAD as cyclical depression associated with seasonal change.

“The criteria for SAD is that you’ve experienced depressive symptoms for at least two years and you experience these symptoms during a specific season every year,” Perez said.

Clinical psychologist Jade Rafferty said although SAD mostly refers to depression during the winter months, it can also rarely occur in the summer.

“Something else triggers depression, like high humidity,” Rafferty said. “SAD during the summer months tends to have more symptoms of hyperactivity and anxiety.”

Activities are also essential to coping with SAD, according to Ruhland.

“I have to know when I’m starting to feel down and acknowledge those feelings and then put my coping techniques in place,” Ruhland said. “I have learned many coping techniques such as knitting, journaling, deep breathing and coloring in my meditative coloring book. I also go to therapy sessions weekly or bi-weekly.”

Psychologists use psychotherapy to help teens cope with SAD, according to Rafferty. “(Psychotherapy) is a cognitive behavioral therapy, which is the most evidence-based for depression, working on the sad thoughts that come along with it as well as behavior,” Rafferty said.

According to Ruhland, SAD does not generate the same stigma as depression and other mental illnesses.

“SAD seems to be more recognized,” Ruhland said. “A lot of people don’t necessarily understand the complexity of depression so SAD can be an Coping with fall and easier concept to grasp.” winter SAD Although mental Maximize your exposure to health may prove chaldaylight lenging to talk about, Participate in activities that Rafferty said students make you happy can console their friends Practice healthy habits, dealing with SAD by letting them know they exercise, get enough sleep, feel concerned about their eat a well-balanced diet, and well-being. reduce stress “The first thing is to Take medication prescribed find a time that’s priby doctors vate to talk to a friend,” Light therapy Rafferty said. “If there Watch for early signs such as is harming behavior or suicidal thoughts, I highly feeling depressed, hopeless, worthless or having low recommend involving an energy adult as soon as possible.”

Infographic Daniella Etzion Source Remedy’s Health Teenagers who feel communities they are struggling with SAD should contact their physician, according to Rafferty.

“I always recommend someone who has experience with teenagers rather than an adult provider that’s just extending their services,” Rafferty said.

Ruhland said she found support in the school guidance counselor, who connected her with others.

“They can help connect you to people that will be able to support you through anything,” Ruhland said. “It can be hard to get through but it is important to know that you can and that people believe in you.”

Art Jane Anderson & Harry Steffenhagen

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FEATURES

Echo Tuesday, November 10, 2015

For what it’s WORTH

I was in last year’s musical. It was fun, and I think I’ll enjoy watching this one.

Alyssa Whetstine, sophomore

Sophie Yarosh sophieyarosh@ slpecho.com

Time to conquer anxiety

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veryone faces obstacles in their life. For me, it’s anxiety.

My anxiety became most prominent in third grade when I worried about everything. I worried about tests, dance lessons, piano recitals and daily decisions, such as what I should order at a restaurant.

When I overcame one of my worries, I felt relieved until I realized the next day would bring so many more.

As a child, my anxiety was so bad that I could no longer sleep over at my friends’ houses.

I worried about sleeping in a different environment than the one I was used to.

I often tried, yet failed, to stay a full night at a friend’s without having to get picked up at 1:30 a.m. I finally gave up on trying to sleep over.

My anxiety played a big role in my social experience growing up because I wasn’t always comfortable in situations where I thought I should be. I stopped attending sleepaway camp because I was convinced I couldn’t make it three weeks away from home. My friends didn’t have these problems and I felt bad because I did.

When I was 8 years old, I messed up a note in What’s the my piano POINT? recital.

From then Don’t let obstacles hold on, I was you back from anxious for every resucceeding cital, which finally caused me to stop performing. When I stopped playing in recitals, I didn’t see a point in playing piano anymore.

In seventh grade, the night of the Homecoming football game, I stopped letting anxiety control my life, and I slept over at a friend’s house. I still remember the excitement I felt, waking up the next morning right where I fell asleep. I realized I could conquer my fears.

I started putting myself out there. That summer, I returned to camp for three weeks, and I had the best time of my life.

As I have grown older, I have become more aware of my anxiety and learned how to cope with it. I try not to let these worries interfere with my ability to live a normal life, even though I might not always succeed. I can’t get rid of my anxiety, but I’ve learned how to accept myself anyway.

I know I’m not alone — everyone struggles with anxiety at times. You can’t let it hold you back from something you want to do, because it will never define who you are.

Photo Abigail Hickstein

Planning begins: Senior Connor Williams, who plays Leaf Coneybear, spells out a word during practice Oct. 28.

The musical opens 7 p.m.

Nov. 13.

Theater produces interactive performance Musical includes audience for humor Abigail Hickstein abigailhickstein@slpecho.com

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hen senior Genevieve Bone found out she was cast as the host of “The 25th Annual Putnam County Spelling Bee” she said she felt excited to take on such a prestigious role.

Bone said she looks forward to the musical because she has a larger role than in previous productions.

“I am most excited because this is one of the biggest roles I have ever had in a musical.

Most of the time I have had small ensemble parts, but in this musical there really are not ensemble parts,” Bone said.

Director Jodi Hatzenbeller said “The 25th Annual Putnam County Spelling Bee” is an interactive show, differing from past years.

“It is about six contestants who are in a spelling bee. There will be 10 contestants because we are pulling four people from the audience as well,” Hatzenbeller said.

Senior Connor Williams said he wants to

have fun with his role and stay in character.

“I am Leaf Coneybear. I am one of the spellers, and I have extreme ADD and I am just really happy,” Williams said. “I am excited about getting to act like a fool. My character is bouncing-off-the-walls happy at all times, and it’s entertaining.”

Hatzenbeller said audience participation in the spelling bee adds a new element to the upcoming performances.

“The audience can sign up to be a participant when they buy their ticket,” Hatzenbeller said. “We put them into a lottery, and we pick four people during the show and they will come up on stage, and they will be forced to spell on the spot.”

Hatzenbeller said she looks forward to the musical because of the powerful acting skills of the cast.

“I am excited about the quality of the performers because they are really strong vocally and with their acting talents. I think it is going to be a really strong performance,” Hatzenbeller said.

Williams said students should go see the musical because of the relatable, teenage humor.

“It is a really entertaining show. It has a lot of humor that applies towards teens,” Williams said.

Performances take place 7 p.m. Nov. 1314 and 20-21 and 2 p.m. Nov. 15 and 22 in the high school auditorium.

Four willing audience members will be randomly selected to participate on stage in the spelling bee, where they will be asked to compete against the actors.

Infographic Alyssa LeMay Source Jodi Hatzenbeller

Group raises funds for Spain trip Guatemalan jewelry and Thai crafts sold Jayne Stevenson jaynestevenson@slpecho.com

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Travel plans for Spain trip Madrid: Museum Reina Sofía, Royal Palace, Prado Museum

Segovia: Roman Aqueducts

Seville: Cathedral of Seville

Granada: The Alhambra

Infographic Elise Riley Source Hanna Anderson

o raise money for a trip this summer, students and their parents volunteered to sell Guatemalan jewelry and Thai crafts, according to Spanish teacher Hanna Anderson.

Anderson said the idea originated after she spoke with the school interpreter Carmen Rudin. Because her husband owns a business, they were able to sell his merchandise and return unsold products.

“It’s hard to do that with other businesses,” Anderson said.

“We also try and bring a little bit of culture, and to show the students what the arts and crafts of different countries are.”

Anderson said the fundraiser took place Oct. 22 and 27 at conferences, and Oct. 26 and Oct. 27 during all lunches.

According to Anderson, the

goal of selling $400-500 worth of merchandise was accomplished, half of which was considered profit.

“The idea is that again it’s not only to make money, but also to get parents and students together to get to know each other, and also to kind of advertise to promote the trip,” Anderson said.

“We’re working together towards a common goal.”

Junior Megan Wojtasiak said the money from the fundraiser will not be used for the students’ trip payments.

“We’re using the money that we get from fundraising for group dinners, tipping waiters and stuff that you wouldn’t think of to pay for,” Wojtasiak said.

Anderson said the trip takes place June 15 to July 1, and includes a host family stay during the second week. She said 27 students signed up.

“About five years ago, a group of parents came to us saying that they wanted to do something like this. They wanted

the students who come both from the immersion setting and the traditional setting to have the experience to travel abroad,” Anderson said.

Wojtasiak said she decided to travel to Spain to experience the culture and improve her Spanish skills.

“I’m ready for new experiences, getting to know new people and a new culture,” Wojtasiak said. “It would help with my Spanish skills, because I’ve lost a lot over the years.”

Anderson said besides fundraising, they also have monthly meetings.

“We talk about fundraising, but we also do get to know each other activities,” Anderson said.

“Students will do presentations about different places of Spain.”

Anderson said the group plans to do different fundraisers, in hopes of raising about $2,000 for the trip.

She said they have another fundraiser planned for Valentine’s Day.

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(The aquaponics system) could help introduce students to more eco-friendly ideas.

Malaika Bigirindavyi, sophomore

FEATURES Echo Tuesday, November 10, 2015

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In the SPOTLIGHT

Volunteer leaps for her passion Program incorporates bunny socializing, grooming Shoshana Kusnetz, senior What is Hoppy Hour?

It is a place people can bring their bunnies to socialize with other rabbits. Socialization is very healthy. People without bunnies can come too because it is a lot of fun to see about a hundred bunnies jump around in a big room and play with each other.

Where and when does Hoppy Hour take place?

Hoppy Hour is every other Sunday from 1-2 p.m. at the Humane Society in Golden Valley.

twin brothers named Thunder and Lightning. They are lionhead bunnies and are pretty big compared to most bunnies.

What started your passion for bunnies?

Me and my younger sister have always wanted a pet dog. But we needed a smaller animal so we thought about adopting a bunny because they are in between the size of a dog and a small rodent. We went to the Humane Society to ask them about bunnies and then (a worker) said, ‘we have two bunnies right now that would be perfect for your family.’ So we went, we saw them, we took them home.

What do you do at Hoppy Hour?

I started volunteering, and I learned what it took to be a “bouncer.” A bouncer walks the floors where bunnies play and they clean up after them. If some bunnies are being naughty and misbehaving with other bunnies, we put them in timeout for a little bit.

What do you love most about Hoppy Hour?

Everyone can come. There are so many different breeds of rabbits that come.

Some that are as small as your hand or as big as your torso. It’s really interesting to see everyone coming together to have a good time — from babies to the elderly.

How did you get the role as a “bouncer”?

I had to talk to the head people, they give you homework to learn all about bunnies. I had to learn about traits, the different breeds and different actions we use with them. If you do that, and you come almost every time. They are pretty full right now (seven to 10), but it is never a bad time to ask.

What do the bunnies do during Hoppy Hour?

We put down mats in the middle and all the people sit around them. The bunnies go on the mats. On the mats there are bridges to climb on, boxes full of hay to eat, water dishes, boxes to climb in and out of, so it is a fun time.

What are your two bunnies like?

I have had them for almost a year. They are

Maggie Bahnson maggiebahnson@slpecho.com

Photo Emily Tifft

Bunny love: Senior Shoshana Kusnetz calms new bunnies during Hoppy Hour at the Animal Humane Society in Golden Valley Nov. 8. Hoppy Hour takes place every other Sunday with the next event taking place Nov. 22.

Club starts hands-on learning for freshman course Demo aquaponics system begins construction Sydney Hall sydneyhall@slpecho.com

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unior Owen Geier said he believes a demo aquaponics system, a combination of hydroponics and aquaculture, built by Roots and Shoots, may spark interest in environmental studies and further educate students.

The aquaponics system acts as a starting point for the club’s future projects, as well as a learning tool for in-class activities, according to Geier.

“Our main reason why we wanted to do a system in Wachutka’s room is to show that we can actually do things, so in the future we can do even bigger projects, which is our main goal,” Geier said.

Adviser Al Wachutka said he likes the idea of using aquaponics because it teaches through a hands-on system and engages the students.

“It would just be cool to have, because living things are fun,” Wachutka said. “What you have there is almost a complete

ecosystem enclosed, so it’s great for looking at for an example of cycling of nutrients.”

Freshman Claudia Stone said the aquaponics systems would change her learning through firsthand experience and by being more engaging.

“I would really like to have an aquaponics system in the classroom,” Stone said. “It’s a new way of learning that is less boring than just reading a textbook.”

Geier said the system would work as a fresh and new way of looking at environmental aquaponics systems.

“Mr. Wachutka will be able to use it in some form of teaching kids,” Geier said. “It’s a nice hands-on learning tool, instead of looking at diagrams.”

Roots and Shoots raised around $1,200 to build the aquaponics system at the club’s Oct. 10-11 compost fundraiser, according to Geier.

The club plans to build a demo system as soon as possible, according to Wachutka.

“Construction will start as soon as I have a weekend day and Owen Geier has a weekend day that neither of us are busy,” Wachutka said. “It’s just a matter

Photo Sydney Hall

Picking up compost: Junior Sofia Roloff moves compost to sell at the Roots and Shoots compost fundraiser Oct. 10. The club raised around $1,200 to build an aquaponics system. The aquaponics system will provide hands-on, interactive earning for Wachutka’s students.

How aquaponics works of organizing and getting our time figured out.”

Geier said the aquaponics system is beneficial to Park because it produces edible plants such as lettuce, tomatoes, rosemary and other herbs.

“The food we produce can go to the Bird feeder. I have a pressure canner so we could can foods and give them to STEP,” Geier said. “It will benefit students by helping them learn.”

Fish waste nutrients fertilize plants

Plants filter water for fish

Source Al Wachutka Infographic Kate Huber

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IN-DEPTH

Echo Tuesday, November 10, 2015

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Students are really affected because they are believing information that might be wrong.

Zameahia Ismail, junior

Strung along by media Opinion-based reporting manipulates perspective, skews facts Mimi Fhima & Anna duSaire mimifhima@slpecho.com annadusaire@slpecho.com

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hen freshman Danielle Orloff encounters media bias, she feels as if the news source has let her down.

“When I see media bias in the news I feel disappointed because a lot of people trust the media,” Orloff said. “The media is really doing a disservice to its viewers by displaying false information.”

Orloff said she encountered media bias in the recent news, regarding a stabbing in Israel. According to Orloff, the media portrayed two conflicting sides of the story, one of which, she said, was obviously false.

“I was watching a video from the news that showed a reporter

talking about one of the stabbings in Israel,” Orloff said. “He flat-out said ‘this man has nothing in his hands’ but another reporter said ‘this man is obviously holding a knife in his hands,’ which was the truth.”

Chris Ison, a Pulitzer Prize-winning associate professor of journalism and mass communications at the University of Minnesota, specializes in investigative reporting and media ethics. He said he defines media bias as reporting that presents personal opinions as factual statements.

“It’s when a news organization, or the journalists in a news organization, are creating their news content in a way that doesn’t try to correct their own innate bias, or that deliberately tries to persuade rather than inform,” Ison said.

Brendan Watson is an assistant professor of journalism and mass communications at the University of Minnesota who specializes in social media and online journalism. He said social media can affect exposure to certain stories.

“Algorithms use computation, computer processes to, among other things, predict the future based on data of past actions,” Watson said. “Even if one wants to be exposed to diverse, opposing viewpoints, one is only exposed to media that conforms to one’s existing biases.”

Media bias takes various forms, but commonly occurs among less prominent sites, such as blogs, Ison said. “(Media bias is) everywhere, but today it’s most prevalent in smaller digital media, from blog sites to social media to the commenting on the ends of stories in mainstream media,” Ison said.

Student

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ophomore Ol tiple places.

“It’s on soc in everything, Massie said she belie and be able to different “I think it is just imp said. “With media bias, the true fact and what i Junior Saamiya Ami portrayal of people of c with students of color a “I feel like when you dents of color) come to people, they do nothing Freshman Patrick W high school students’ ac “A lot of stuff that is Facebook, can really aff bauer said.

Watson said people w friends on social media this can affect the expos “One of the ways th

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(Media bias) changes their opinion because they aren’t getting all the true information on a story.

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IN-DEPTH Echo Tuesday, November 10, 2015

Jordan Ametepe, junior

Follow the path to judge a story’s What is the story’s purpose?

BIAS

To explicitly To present present an facts opinion

What is the story’s tone?

Exaggerated and provocative

Is the story supported by a variety of facts?

Businesslike

No

Yes

No

Are the facts from reliable sources?

Yes

Presents media bias.

Presents a more accurate account of the event.

Infographic Lauren VonEschen

Art Emma Dietz

t Awareness

livia Massie said she finds media bias in mul-

cial media, it’s on the news, it’s just ingrained ,” Massie said. eves students should be aware of media bias tiate between biased and unbiased information. portant for people to be educated,” Massie , it is difficult for (students) to know what is is not.” in said she thinks students often see a negative color on the news and associate that behavior at school. u see (a person of color) on the news and (stuschool you’re going to assume ‘oh they’re bad g good,’” Amin said.

Wolfbauer said he believes the media can impact ctions and thoughts. s on the media, like Instagram, Twitter (and) fect how high school students think,” Wolf-

who have similar views are more likely to be than people who have opposing views and sure students receive about their opinions. hat you see this effect in social media is that if a

student or a general individual is conservative, they are more likely to also have friends on social media that are more conservative,” Watson said. “We’re less likely to be exposed to diverse perspectives.”

Sophomore Justin Lamar said he thinks media bias can result from following trends or popular opinions.

“People won’t always have their own opinions on things,” Lamar said. “They will just follow what everyone else is doing, like a trend.”

Reader Responsibility

I

son said he witnesses readers unwilling to seek out accurate information and said the reader also has the responsibility to ensure they receive credible information.

“I’ve seen students develop opinions about important issues based on reading stuff from nutty conspiracy theorists,” Ison said.

“More than ever, we have a responsibility as consumers of media to sort through the junk and pick sound media sources.”

Jason Lewis, radio talk show host and political commentator, said organizations have to guarantee they present diverse perspectives.

“Media organizations have to make sure they have ideological diversity in the newsroom,” Lewis said.

Kerri Miller, host of “Minnesota Public Radio News (MPR) with Kerri Miller” and “Talking Volumes,” said students face exposure to reporting that comes with bias.

“Students spend a lot of time traveling to different sources of

Source Chris Ison

news and information online,” Miller said. “I think there is a lot of information online that comes with an agenda.”

Abdi said it’s important for students to understand all sides of a story, while still making their own decisions.

“I think we should educate (students) and help them know that everything they see has bias,” Abdi said. “They should be able to make up their own decision without just taking that side.”

Sid Bedingfield is an assistant professor of journalism and mass communications at the University of Minnesota who specializes in political communication and journalism history. He said journalists must self-check their work and ensure they are covering stories in an unbiased manner.

“Any story we cover, we have to ask ourselves, ‘Am I really being fair to all perspectives here? Am I really finding the best article that can be presented in favor of all the various perspectives on this story?’” Bedingfield said.

Bedingfield said he defines media literacy as the capability to understand that certain pressures impact the media, including industrial, commercial, political and format issues.

“In our media-saturated world, it is important for teenagers to develop the habit of evaluating the source of the media they consume and analyzing the content critically,” Bedingfield said.

Orloff said students depend on the accuracy of the information presented in the media.

“Students rely on media for a lot of projects,” Orloff said. “When media sources are no longer reliable it really affects students.”

8

“

SPORTS

Echo Tuesday, November 10, 2015

Visualizing helps because you know what to do in a game and you have it planned out.

DaeBreona Byrd, sophomore

Out of the PARK Hannah Goldenberg hannahgoldenberg @slpecho.com

Benefit of being benched

U

pon graduating from the local Jewish day school, I was known as the soccer star.

I was the fastest girl in the grade and regarded by most as very athletic.

When I made the decision to attend Park freshman year, I had no doubt I would make the varsity team. To me, it all made sense: Park was a small school and there was no way there were that many girls who were good enough to make a varsity squad.

The last day of tryouts freshman year was upsetting.

Despite my disappointment over not making What’s the both the POINT? varsity and JV Making a teams, the difference on season a team isn’t finished limited to the OK, as I was voted field the most valuable attacker for the JV B team. I realized my assumptions about varsity sports were incorrect, and this hurt my self-confidence.

For the next two years, I made the JV team. Although it wasn’t varsity, I was happy to be playing higher-level soccer. My inability to make the varsity team convinced me my soccer abilities peaked in eighth grade.

This year, I finally made the varsity team. I was excited to be a part of this close-knit group, even though I understood I wouldn’t get much playing time. I gave 100 percent in all the practices.

Despite my commitment, the majority of my season was spent on the bench, and I was OK with that.

Although I had limited playing time, I felt like a contributing member of the team anyway. I cheered for my teammates and contributed positivity by giving them high fives when they came off the field for a substitution.

Through this experience, I learned everyone has an important role in a team. I could’ve easily felt bad for myself, but I chose to make the best of it. I helped make my teammates strong and developed a team spirit that led our team to our best season.

Every team needs a benchwarmer, but that role doesn’t have to be viewed as negative. Non-starters create the backbone of the team: they provide the energy, positivity, strength and dedication vital for success.

Visualize success: Junior Ellen Schempp and freshmen Grace Steffy, Mazie Lainsbury and Lexi Lee visualize Nov. 3 to prepare for races at sections.

The section meet takes place Nov. 11 and 13.

Photo Mara Bacig

Mindfulness results in athletic gains Studies show visualization aids in success Neda Salamzadeh nedasalamzadeh@slpecho.com

A

lexandra Wagener, a doctor of psychology with a specialization in sports and performance, said visualizing can be one of the most beneficial ways an athlete can improve their performance.

“Athletes who use visualization are able to absorb more of their surroundings and become mindful of what may be going on during pressure-filled situations,” Wagener said.

According to athletic sci-

entific studies, 90 percent of athletic performance is mental, not physical. However, the majority of athletes only spend time training their body and neglect their minds, according to Wagener.

Junior Nils Rykken said he visualizes to prepare himself to perform well in swim races.

“Being mentally prepared for a race is more important than being physically prepared,” Rykken said. “If you’re not in the right mindset, odds are you aren’t going to perform as well as you want to.”

The imagery most beneficial to athletes has vivid details, incorporates all five senses, occurs in “real time” and has a positive focus, according to Applied Sports Psychology.

Wagener said active visualization techniques stimulate the brain the same amount as the actions themselves.

“When we visualize, the premotor cortex, prefrontal cortex and the cerebellum of the brain become as active as it would as if the person was actually doing the behavior,” Wagener said.

Rykken said visualizing motivates him and helps him stay focused on his goals.

“Visualizing helps keep me motivated because I’m reminding myself what I’m working for,” Rykken said.

Wagener said visualization benefits anyone who utilizes it, not just athletes.

“Visualization can help more than just athletes,” Wagener said. “Students can practice vi-

Different ways to visualize Visual: What goes on around you Auditory: What are the sounds around you Kinesthetic: What is your body feeling Infographic Katie Orton Source appliedsportpsych.com

sualizing taking tests to help calm themselves, have better focus and see themselves being successful, thus improving confidence going into an exam.”

Wagener said visualization is a productive way for students to cope with stress as well.

“It allows us to see ourselves able and capable of being able to cope,” Wagener said.

Girls’ swimming aims to advance to state Team strives for success in sections Brigid Duffy brigidduffy@slpecho.com

T

he girls’ swim team recently switched from a AA to A Section and anticipates a close sections meet. Because of this, the team hopes to advance more swimmers to the State meet.

Junior Kailey DeLozier said the more even competition the team will face is exciting.

“I am looking forward to swimming section A instead of AA because as a team, we have a good chance of placing very high,” DeLozier said.

According to coach Joe Yaeger, the team has done a good job with any challenges they faced this year.

“It has been a very successful

season. We are 6-2 in our conference meets and we have gone to three invitationals where we placed very high,” Yaeger said.

According to sophomore Claudia Stone, the change in section furthers chances of a higher State turnout.

“I think we will do really well at sections and hopefully send some relays and individual events to State,” Stone said.

Minor adjustments made by the team before sections will improve times against tough competition, according to DeLozier.

“Currently, I’m trying to just fix some details with my stroke since I don’t want to change much right before my event,” DeLozier said. “As a team we are continuing to push ourselves at practice and also mentally preparing ourselves for the meets.”

According to Yaeger, the

Photo Mira Swartz

Swim fast: Freshman Mazie Lainsbury practices the butterfly stroke. The team tapered to prepare for sections Nov. 11 and 13. team has strong skills that put it in a position to send many swimmers to state.

“I think we will be in the position to send multiple people to state,” Yaeger said. “Across the board, we have someone in every event that should be pushing for the state cut time.”

Because of a successful, hard-working season, the team anticipates a highly competitive sections meet, according to freshman Mazie Lainsbury.

“I think that if people swim well, then we will send people to State,” Lainsbury said.

Meet information Sections Date Time

Nov. 11 & 13 6 p.m. both days

Place St. Catherine’s College

State Date Nov. 19 & 20 Time Noon both days Place U of M Aquatic Center Infographic Joe Brandel Source mshsl.com

“

I think the hockey team will practice harder and will do better than last year. They can improve.

SPORTS Echo Tuesday, November 10, 2015

Patriot McDonald, freshman

High competition in new section New players strengthen team Brigid Duffy brigidduffy@slpecho.com

S

enior Patrick Bordewick skates around the rink, preparing to help rebuild the boys’ hockey team in a new section.

The boys’ team now competes in section 2AA, which includes bigger high school teams such as Wayzata, Edina and Minnetonka, according to Bordewick.

“We will be playing really tough teams, but I am excited for the competition,” Bordewick said.

According to coach Terry Keseley, the difficult section makes

for a platform to get better.

“I think that this helps us improve our program in the long run,” Keseley said. “We want to compete with the teams we are playing like Edina and Benilde.”

According to senior Conor Klaers, the change in section gives a positive push to the program.

“The new section is a huge step for the program to move forward because we are going to measure ourselves against the top teams and players in the state,” Klaers said.

According to junior Brody Ilstrup, the new section will motivate players to work harder.

“Everyone is excited to play big schools like Edina and Wayzata,” Ilstrup said. “We are hoping for wins but know we will

Meet the ATHLETE

Photo Brigid Duffy

Attack the net: Varsity juniors Bauer Neudecker and Brody Ilstrup practice one-on-ones at practice Nov. 3. The first game takes place 7 p.m. Nov. 20 at the Rec Center. have to work extremely hard if we want a shot at making it to state in our new section.”

According to Keseley, this year’s schedule will be one of the toughest schedules played.

“This is the hardest schedule we have had in the past two years and by playing these better teams we will get better,” Keseley said.

In order to prepare for the change in section, the team began practicing together and doing off-ice training to enhance the team’s performance, according to Keseley.

“We have a lot of players playing this whole summer and into this year which is good for our program and makes a big difference,” Keseley said.

Sole senior inspires team Clarke prepares for upcoming season Paige Steward paigesteward@slpecho.com

S

Photo Julia Nathan

Lead the team: Senior captain Mellissa Clarke directs gymnasts. The first meet takes place at 6 p.m. Dec. 1 at Central Community Center.

enior gymnastics captain Mellissa Clarke said she works to add character and charisma into her routines while setting a positive example.

As the only senior, Clarke said she envisions herself as a role model, especially for the newer gymnasts.

“We are getting a lot of attention from younger girls who want to be on the team,” Clarke said. “I want to be able to connect with everyone on the team, so I’m not only their leader but also their friend.”

Freshman Mary Fuentes said she looks up to Clarke and her ability to lead the team this season.

“I enjoy having Mellissa as a captain because she is fun and can make anyone laugh,” Fuentes said. “She creates a good environment.”

Clarke said the team prepared during the offseason by practicing at local gyms and working to become closer.

“We did two car washes this summer for fundraising, as well as some team bonding activities,” Clarke said.

“Personally, I’ve been practicing some of my tumbling skills to make sure I start from where I left off last season.”

Clarke said she loves how gymnastics pushes her both physically and mentally.

“When learning how to perform a new skill, half of the battle is learning it while the other half deals with you being mentally strong enough to push through any fear,” Clarke said.

Tryouts begin 6 p.m. Nov. 9 and the first meet starts at 6 p.m. Dec. 1 at Central Community Center.

Girls’ basketball focuses on youth Program works on family aspect Alec Pittman alecpittman@slpecho.com

G

rueling practices push the team as it works throughout the summer and fall to improve skills, according to junior captain Hannah Ellingson.

Ellingson said the younger players will make up the team this year as a result of the graduation of many seniors.

“I look forward to meeting the new players,” Ellingson said.

Varsity head coach Brian Massie said he takes pride in the girls’ work ethic.

“We spent a lot of time throughout the summer training and working out and playing a

lot of basketball,” Massie said.

“I am a strong believer of hard work paying off.”

Massie said he has higher hopes for the future of the program as he enters his second year as head coach.

“I want them to raise their expectations and their level of play,” Massie said. “I want to be conference champs and to make it to a State tournament and have these girls experience that. I want them to know what it feels like to play at the highest level.”

According to Ellingson, the coaching staff now embodies a desire to get better.

“We have had a lot of coaching changes throughout the last three or four years,” Ellingson said. “But the coaches who are here now are continuing to improve even throughout the

9

Who Aidan Doherty Grade Sophomore Sport Boys’ basketball How long have you played basketball? Why did you start playing?

I started in fourth grade. People told me I should play because I was 5’10.”

What position do you play?

Forward. I do rebounding, posting and shooting.

Goals for this season?

The team looks pretty good. We want to win a bunch and have fun. I want to make varsity.

How does your coach help you?

Breitenbucher teaches us and motivates us before every game.

He gives examples of people he used to coach.

Who motivates you to play?

My dad and my coach. They want me to be the best I can be.

My dad gives me tips – pointers – and he wants me to go out and practice as much as I can.

Do you play any other time of the year besides the high school season?

I play pretty much year-round.

I play a spring league where it is twice as many games as the winter league. I also go to the gym to lift in the summer and fall. The offseason is a lot more work. It is all preparing for the winter season. It definitely prepares me well and helps me get better.

What is the most rewarding part of basketball?

The memories are the best part.

My favorite memory was last year at the Kennedy game. A lot of freshman got to play in the varsity game, and we won the game at home.

Photo Joe Brandel

Take a shot: Senior captain Mara Henderson takes a jump shot during open gym Nov. 9. Tryouts begin at 3:30 p.m. Nov. 16. changes. They believe in us.”

Massie said he wants the program to generate a feeling of togetherness for all players.

“I want there to be a family atmosphere. All the years I have been coaching at Park they have said ‘family,’” Massie said.

The team’s first interest meeting is 4 p.m. Nov. 10 in room B131. Tryouts take place 3:305:30 p.m. Nov. 16-17.

Upcoming Events Interest meeting: 4

p.m. Nov. 10 in B131

Tryouts: 3:30-5:30 p.m. Nov. 16-17

First game: 7 p.m.

How has basketball impacted your life?

It has definitely made me work harder.

Who is a role model regarding basketball for you?

Kobe Bryant, because he wins a lot and his work ethic is good.

He is a good role model.

Is all the hard work worth it?

Definitely. The memories and playing as a team is fun.

Dec. 1 at home

Infographic Joe Brandel Source gopark.org

Sari Hattis sarihattis@slpecho.com

10

“

OPINIONS Echo Tuesday, November 10, 2015

Echo

St. Louis Park Senior High School 6425 West 33rd Street St. Louis Park, MN 55426

(The administration) should release more information to families, like a phone blast.

Megan Aune, junior

OUR PERSPECTIVE

Students should demand transparency

O

ver a month after Fasel Mohamed Ali was arrested at the high school for nonconsensual sexual conduct, the high school has still failed to send any information about the situation to students and families.

As students, we have the right to know what happens in our school, even when it paints a less-than-positive picture of our administration. The fact that we were denied information about the incident remains unacceptable and students should not tolerate it.

Our school should be guaranteed as a safe space for students, and when the school refuses to inform us of these situations, we lose the assurance of our safety.

In an attempt to inform students of the situation, Echo reached out to a number of school administrators in the district and was either turned away, rerouted or provided with only limited comment.

In order to fully un-

Print editor-in-chief: Allison Cramer Web editor-in-chief: Kaylee Chamberlain Print managing editor: Jackson Eilers Web managing editor: Hannah Goldenberg Copy editors: Hannah Bernstein, Abby Hickstein & Jonah Kupritz Assistant copy editors: Ethan Brown, Jayne Stevenson & Sophie Yarosh Design editors: Harry Steffenhagen & Cedar Thomas Assistant design editors: Maggie Bahnson, Max Kent & Lauren VonEschen Photo editors: Harrison Barden, Celene Koller, Julia Nathan & Heather Westwood Video editors: Zoë Eilers & Albie Sher News editor: Shoshi Leviton Student life editors: Will Huyck, Alyssa LeMay & Lauren VonEschen Features editors: Sari Hattis & Emily Tifft In-Depth editor: Jamie Halper Sports editors: Joe Brandel & Neda Salamzadeh Opinions editor: Olivia Sieff Entertainment editor: Polina Pekurovsky Beats editor: Brigid Duffy Social media editor: Kate Huber Staff: Deanna Afremov, Jane Anderson, Max Blackburn, Genesis Buckhalton, Sam Crary, Jada Csikos-Monroe, Emma Dietz, Anna duSaire, Daniella Etzion, Mimi Fhima, Raphy Gendler, Sydney Hall, Zack Hatcher, Ruthie Hope, Adah Koivula, Ndunzi Kunsunga, Makagbe Kuyateh, Alissa Meredith, Sam Orloff, Katie Orton, Alec Pittman, Elise Riley, Sophia Skinner, Paige Steward,

derstand the events of the situation, students must question the administration.

Students should demand to know what occurred and how the school will handle the situation to make sure this incident will not happen again.

However, the issues surrounding the incident only begin with the lack of communication.

After these events, we believe it is necessary for Park to reevaluate its policies of employing contracted workers, especially Ali’s employer, Command Center.

Although the school may save money contracting through outside agencies, keeping students safe should remain the main goal, not lowering finances. On average, Command Center pays $7 an hour to its employees, while the school, independently, will pay $14 an hour to substitute custodians in the future.

Regardless, the school should never relegate safety to anything but the utmost importance.

Anyone working in our school, whether it be while students are present or not, should be subjected to extensive background checks. In the future, the district should run its own background checks and not rely on those of external companies.

The school must also set and follow clear guidelines as to what past offenses disqualify someone from employment.

Ali has a number of previous offenses, such as assault in the fifth degree. This alone should have automatically disqualified him from working in a school.

Ignoring these offenses or trusting a third-party contractor to make decisions as to what offenses are acceptable on behalf of the school may lead to more incidents like this. Students should not tolerate this blatant disregard for their safety.

We have the right to be safe in our school and know the people working around us are not a threat. Until the school’s administration can be transparent about what happened in the school, we do not have that guarantee.

Additionally, students should be informed about the ways in which the district will change and reevaluate policies regarding temporary staff.

The administration must not pretend the school can function as a productive learning environment when students’ safety remains at risk.

It is up to students and families to demand information and change. It is up to the school to heed these concerns and change their policies.

Mira Swartz & Carlos Zeigle Business Manager: Mara Bacig

The school should not continue to sweep issues of student safety under the rug.

Principal: Scott Meyers Printer: Quad Graphics Adviser: Lori Keekley

MEDIA POLICIES

Art Emma Dietz

The Echo is the official student-produced newspaper of St. Louis Park Senior High School.

It is published triweekly for the school’s students, staff and community.

The Echo is a designated forum for student expression in which students make all decisions of content without prior review from school officials.

The adviser will not act as a censor, but will advise students. Students have the final decision on all content.

The Echo will work to avoid bias and/or favoritism. We will strive to make our coverage and content meaningful and interesting to all our readers.

We will make every effort to avoid printing libel, obscenities, innuendo and material that threatens to disrupt the learning process or is an invasion of privacy.

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

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 Echo staff or administration as a whole.

The Echo welcomes reader input. Letters to the editor and suggestions must be signed and should be no longer than 250 words and may be emailed to slpecho@gmail.com or submitted in room C275.

Emailed letters must be verified prior to publication. We will not necessarily publish all letters received and reserve the right ask the writer to edit for length and clarity.

Anonymous letters wherein the Echo does not know the identity of the writer will not be printed.

Advertisements will be sought from

Dress codes hypersexualize, objectify Clothing regulations strip sense of security Neda Salamzadeh nedasalamzadeh@slpecho.com

D

ress codes create a sexist platform for the objectification of the bodies of females and gender-nonconforming students.

School administrators around the country implement dress codes that enable the female body to be hypersexualized through clothing requirements, allowing others to objectify them unhindered.

According to the Huffington Post, schools issue 90 percent of dress code violations to students who identify as female.

In the Park student handbook, more dress codes concern females than males. For example, limitations on strap thickness, length of dresses, skirts and shorts apply

much more heavily to the female demographic.

Recently, many social media platforms are abuzz with demands for fair dress codes. Story after story appear on timelines and feeds, depicting a young woman wearing an appropriate outfit followed by a story of outrage.

This pattern of indignation stems from the fact school administrators continually deem the female body as more sexual than the male body.

According to the American Psychological Association, sexualization and objectification deteriorate the comfort people feel in their own body. This leads to negative emotional consequences such as shame, anxiety and selfdisgust.

Dress codes send the harmful message that women are nothing more than sexual objects, distracting male students. By trying to desexualize what people choose to

wear to school, schools have succeeded in making it all about sex.

By continuing these restrictive dress codes, society perpetuates the ‘boys will be boys’ mentality. Dress codes are not fair to males either — they are made out to be animalistic creatures who can’t control their impulses and are easily distracted by things as simplistic as partially-revealed bra straps.

The American Psychological Association finds the connection between self-objectification and anxiety about appearance and feelings of shame appear in adolescent girls as well as adult women.

Ultimately, as a society, it is necessary to realize the female body is not an object. Individuals deserve the right to express themselves through what they wear.

Dress codes damage the psyche of females who face this biased, unjust systematic oppression.

How are you violating the dress code?

No sunglasses worn without a note from a doctor No bra straps, cleavage or chest allowed

No stomach, midriff or lower back

Skirts, dresses and shorts must extend to mid-thigh Infographic Elise Riley Source Student Handbook

local businesses and school clubs and sports.

We maintain the right to reject any ads we believe to be false, misleading, inappropriate or harmful. The Echo does not necessarily

To Hoppy Hour: At least the bunnies are hoppy.

endorse the products or services offered in these advertisements.

NSPA All-American and Hall of Fame member; NSPA 2011, Print Pacemaker Finalist, 2013, 2014, 2015. National Print Pacemaker Award Recipient; 2014 Online Pacemaker Finalist, JEM All-State; CSPA Gold Medalist; 2012, 2014 CSPA Silver Crown, 2013 CSPA Gold Crown, 2015 CSPA Hybrid Gold Crown.

To “Spectre”: Not even Daniel Craig’s accent can make me pay attention.

To fall musical: Looking 4ward 2 lerning 2 spell better.

Art Alyssa LeMay

Z.E., S.L., E.T.

“

Gun education should not be taught in schools. It isn’t really the right place to teach it.

OPINIONS

Ian Juaire, junior

Echo Tuesday, November 10, 2015

11

POINT COUNTERPOINT

Gun safety education implemented in local schools

Local school districts carried out teacher safety training to gain perspective on police experiences. Some schools consider educating students in gun safety and etiquette, rather than relying on lockdowns and external law enforcement.

Gun safety education has no place in schools Risks associated outweigh potential benefits of program Neda Salamzadeh nedasalamzadeh@slpecho.com

B

ecause legislation can alter laws that would make it more difficult to acquire guns, teachers shouldn’t be required to take firearm safety education courses. Teaching these topics causes them to become normalized, increasing the mentality that guns and gun control aren’t issues to be dealt with.

Instead of controlling guns and inconveniencing those who want to use them, students are forced to prepare for shootings by way of lockdowns, and teachers are encouraged to attend courses educating them about gun safety.

Teachers deserve to feel protected and secure while at their jobs, but teaching gun safety has no benefits. If schools are teaching anything additional, it should be the various ways to advocate for increased gun control laws, because those, above all else, will provide a heightened sense of security.

Gun safety education necessary due to growth in gun violence

Gun safety in schools

Educational program poses no harm or threat to schools

After teachers completed training, a few states chose to allow teachers and administrators to carry concealed weapons at school. No matter the training or situation, more guns result in more casualties.

Law enforcement personnel go through extensive training prior to dispatch to situations as extreme as school shootings. The amount of training teachers would receive would be miniscule. There is no reason to utilize money, time and resources to briefly train teachers for a situation that others will be called in to control.

The National Rifle Association designed the Eddie Eagle program to educate youth about guns and gun use. Although it has good intentions, the organization glamorizes guns and makes them out as something only adults can have, fostering curiosity and attention from youth.

No one can prepare for a school shooting. Regardless of training and preparation, these situations never go as expected.

Advocating for increased gun control laws is a beneficial use of time. Running through fake scenarios with toy weapons isn’t.

Jackson Eilers jacksoneilers@slpecho.com

T

Infographic Cedar Thomas Source startribune.com, schoolimprovement.com & everytownresearch.com

eaching gun safety in schools does not equate to advocating for guns in schools or in general. As long as educating students about guns does not glorify them, there is no reason for an explosive reaction against it.

Ignorance is not bliss when it comes to guns. Gun safety education teaches students to respect the power of guns. Opponents to gun safety education fear the power guns might have on students, but lack of information only causes more curiosity.

Drug Abuse Resistance Education (DARE) teaches students to resist peer pressure, drugs and violence, according to its website.

Gun safety education should function no differently.

According to the National Rifle Association, the Eddie Eagle program does not promote guns and inculcates four points when a gun is encountered: “Stop. Don’t

touch. Run away. Tell an adult.”

According to the Centers for Disease Control and Prevention (CDC), nationwide, 5.4 percent of students carried a gun on school property in 2011, and students younger than 13 are killed by guns 25 times more in the United States than other top industrialized nations.

We can no longer ignore gun violence. American soil holds 400,000 more dead bodies because of domestic gun violence than terrorist acts, according to data from the CDC. After a first grade boy in Michigan shot his classmate, the state passed a gun safety education provision with bipartisan support. It should not take more than one tragic death to begin facing gun violence head on.

American media remains saturated with stories of gun violence, making it impossible to fix our country overnight. However, we can immediately begin educating students about the power of guns.

Gun safety education is not a stepping stone to arming schools.

It’s simply a way to educate students about guns in a country with major gun violence issues.

Non-prescribed medication should be avoided Teenagers need to be aware of nonprescription abuse Ndunzi Kunsunga ndunzikunsunga@slpecho.com

S

chool life requires focus. Being unable to concentrate can be a crippling impediment for students.

Disorders such as Attention-Deficit/ Hyperactivity Disorder (ADD/ADHD) inhibit a person’s ability to focus, especially for long periods of time.

This makes tasks such as classwork, homework and tests significantly more difficult.

Essentially, all school-related activities become much more difficult for someone with these conditions. To com-

PARK TRAIL

bat this, students should be encouraged to use their prescribed medication at the appropriate times.

The real issue is tackling students taking medication without a prescription. Both high school and college students need to be aware of the risks posed by taking Adderall and other ADHD medications.

According to the Substance Abuse and Mental Health Services Administration, college students who use Adderall without a prescription are often also heavy drinkers.

The possibility exists that individuals who take a nonprescription drug for school could become addicted to other nonprescription drugs. The United States needs to crackdown on people abusing nonprescription medication just

as an easier way to do schoolwork.

However, the side effects of these medications also pose a problem. Medications for ADHD and ADD, such as Adderall, can cause side effects such as sleep problems, headaches and stomach aches. These side effects often serve as distractions for students and can divert their energy from schoolwork.

Since individuals know how they are affected by their medications the most, students should have the final say as to whether or not to take any prescribed medication before a big test or exam.

Students should be encouraged by both their parents and nurses to take their prescribed medication, but never forced.

However, those who have no need for such medicine should stay away from nonprescription drugs.

sources: http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml http://www.narconon.org nimh.nih.gov/drug-abuse/amphetamine-signs-symptoms.html

Mira Swartz miraswartz@slpecho.com

MAKE AMERICA GREAT AGAIN

Infographic Mira Swartz Source narconon.org & nimh.nih.gov

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OUTFRONT

“

12 ENTERTAINMENT

Echo Tuesday, November 10, 2015

The past James Bond movies have been good so I’m assuming that this one would be too.

Dima Armbrecht, senior

Used with fair use from 007.com/spectre

Bond film fails to impress Daniel Craig’s reign ends in mediocrity 3.5 Ethan Brown ethanbrown@slpecho.com

T

hroughout Daniel Craig’s nine-year tenure as James Bond, he’s done more than most regular people could ever imagine doing. Unfortunately, Sam Mendes’ new film, “Spectre,” finds Craig losing his footing as Bond.

The film begins in Mexico City, and is set after the events of “Skyfall,” the previous Bond film, released in 2012. The plot follows Craig’s journey to unearth an underground criminal organization, Spectre, and his attempts to eliminate the group and his past in one swift blow.

Mendes, who was brought back as director after his wonderful job with “Skyfall,” does a passable job as the film’s captain, but falls short compared to his last Bond film. The biggest error Mendes committed

METRO AT A GLANCE

Polina Pekurovsky polinapekurovsky@slpecho.com Photos used with written permission from the Goldstein Museum of Design, the Science Museum of Minnesota, the Light Grey Art Lab and CO Exhibitions.

was making a film that runs two-and-a-half hours, which easily leads to a loss of interest. While Mendes makes his mistakes, his directorial skills still shine as bright as his last film. His balance between humor and seriousness throughout the film works flawlessly.

Mendes also chooses an intriguing plot, but it’s executed with multiple flaws. The movie is made to tie together all of Craig’s films, but the climax doesn’t live up to those expectations. For a regular film, it’s a great climax, and even for a Bond film, it’s still good. But to put the climax in context and say it was impressive would be a lie. It lacks energy, closure and any sense of direction for what will happen to Bond as Craig departs from the film series.

However, the film’s cinematography provides its strongest attribute. When making a Bond film, cinematographers should take full advantage of the amazing scenery and action that takes place throughout the filming process. Beautiful landscape shots of Europe’s largest cities, thrilling car chases and action-packed fight scenes show how much thought the cameramen put into filming.

All of the film’s supporting characters construct strong performances. Léa Seydoux, who plays Bond’s love interest, shows off her acting skills, and switches

through her character’s multitude of feelings perfectly.

German actor Christoph Waltz portrays the Bond villain. His smooth accent combined with the purely sinister nature of his character, paints the picture for a fantastic antagonist.

Even though the pieces fit for every other character, none of it can make up for the fact that Daniel Craig just isn’t the 007 he used to be. The virtues of time finally caught up with Craig in this film, and this performance shows his missteps. In all of Craig’s previous Bond films, he brought a perfect amount of emotion to a character who typically only displays lust and anger. Yet in “Spectre,” Craig shows little emotion and his portrayal of Bond seems careless and uninterested.

“Spectre” is a great film, but not a great James Bond film. In what is supposedly Daniel Craig’s final hurrah as Bond, nothing stands out like it should. The ending attempts to tie together all four of Craig’s films as the spy, but does so in a way that leaves more questions than answers. Most of the film’s returning characters, including its director, seem somewhat exhausted and void of the emotion they once had. While the film has many positive aspects, such talent and high expectations fall by the wayside because of a lackluster performance from Daniel Craig.

Nov. 10-Jan. 23

Nov. 10-Jan. 3

Nov. 10-Nov. 22

Nov. 10-Dec. 4

The Goldstein Museum of Design presents “Hypernatural,” an exhibit emphasizing nature and architectural design with buildings that encompass life. Admission is free.

The Science Museum of Minnesota features “Sherlock Holmes and the Clocktower Mystery,” an interactive exhibit where people can solve mysteries.

Admission is $13.

The Light Grey Art Lab showcases “Cosmos,” an exhibit featuring artists’ paintings inspired by constellations. These paintings are lit up by LED lights.

Admission is free.

CO Exhibitions presents “Strange Girls Never Die,” an exhibit showcasing a collection of work from more than 25 artists, depicting females on the fringes of society. Admission is free.