BGQ
Black & Gold Quarterly
November Two Thousand and Twenty Four
BGQ Staff
Editor-In-Chiefs
Eliana Hermel
Bridget Belden
Content Editors
Morgan Hill
Kailyn Groves
Staff Writers
Elaina Chippewa
Sean Humphrey
Jordan Teesdale
Leo McAvoy
Kaleb LaBarbera
Hailey Corpe
Parker Ziegler
Myah McCotter
Avaya Williams
Landon Willett
Finn Kennedy
Jade McGraw
Cover
Christine Mikesell
Adviser
Susan Roskelley
Send information, advertising, and other inquiries to:
Black & Gold Quarterly
Central High School
1150 Milliken Drive
Traverse City, MI 49686
Phone: (231) 933-6533
Email: roskellesu@tcaps. net
Editor's Note
Issue 1 of each school year marks the end of the first quarter. ¼ of the school year is gone, ¼ of our work is completed. Nobody told us that it would go so quickly as the pages rushed before our eyes. In all of our efforts, Issue 1 flew by in a whirlwind of after-school editing and quick compromise. However, in the end, we completed our job.
For the opening magazine of the 2024-2025 school year, we opted to look to nature for inspiration. With the season of fall, we’ve implemented themes of new beginnings and change. The start of this school year was marked by a plethora of new things: new teachers taking over old classes (pg. 20), a fall musical (pg. 4), new principals (pg. 14), new teachers (pg. 16), and a new schedule.
Alongside these exciting differences, we also have other stories that discuss other unique topics such as the preferred diet for athletes (pg. 30), what it’s like to overcome addiction (pg. 10), seating arrangements in our very own school cafeteria (pg. 26), and more. In addition, let’s not forget the quarterly recipe and crossword, which will simultaneously excite the taste buds and the mind.
Approaching this school year, we felt like the tides were turning, a new high school life beginning, and an era coming to an end. Attempting to fill the shoes of Liz Phillips, our previous Editor-in-Chief of two years, has not been an easy task. However, with our own creativity, ideas, aspirations, and with the guidance of Ms. Roskelley and Google alike, we have been able to learn and grow as Editor-in-Chiefs to our staffers. Together, with our new and phenomenally talented staffers, we are ushering in our own era of the BGQ.
From the Pub, Eliana Hermel & Bridget Beldon
Central Hears a Who!
by Elaina Chippewa / staff writer
Behind the scenes of the Northern Michigan debut of Seussical
It’s that time of the year again, and the musical season is in full swing! After a few years of spring musicals and trying to balance busy schedules at the end of the school year, Central has switched back to having a fall musical once again. This year’s production of Seussical is bound to “soar to high heights” and those involved are optimistic about how the final product will transpire. However, the series of shows in November only scratches the surface of what goes into putting on a production that requires large-scale commitment. Countless hours of hard work and dedication go into the musical productions at Central. Despite its widespread advertisement, there remains an element of mystery for the outsiders. What goes into the production, and why should people come to see it?
The first step and one of the most crucial parts of the whole process is deciding which musical to perform. One of this year’s directors, Minda Nyquist, shares some insight on this process: “We [the directors] narrowed it down to three, then gave them to the music department,” Nyquist explains. Then the department looks over each choice, the music, and how many people they need for production. They also forge their decision based on the number of people required
in the pit, the actors, and other stage team members. The path to a decision entails considering many aspects and perspectives; from the choir department to the band department, the musical showcases the many capabilities of Central’s music department. “This one [the Seussical] fit the best for the musicians…orchestra, band, and choir, so this was the final decision,” she expands. A process that may appear simple from the outside involves weeks of careful evaluation. It just so happens that this time around, the plan is to bring alive several characters from the childhoods of many. Although the decision process is a major component, the work by no means stops there—it becomes the leading factor in the extensive work for the next several months.
Producing a musical is no amateur task. For Nyquist and fellow director Christina Seymour, a typical day looks like “a lot of researching through the script, [and] a lot of calling each other. We talk every day [about] what we are going to do that day,” Nyquist explains. “And [our] vision for that scene within the rest of the show,” Seymour interjects. She additionally mentions her role in resourcing props and costumes—whether borrowing items from other schools, asking people to bring specific materials into
rehearsal, or simply buying it out of pocket. The willingness of the directors to donate time out of their daily lives to help the students is a prominent theme in how they carry out their work. “Sometimes you are meeting students here early to work with them, and sometimes we talk after rehearsal—regrouping,” Nyquist notes.
A lesser-known fact that makes the musical program at Central so unique is the Broadway experience of both directors. Nyquist and Seymour have each starred in at least one Broadway production, and it is clear that they bring this passion to their work every day. “I did a Broadway national tour…with a production of Man of La Mancha,” says Seymour. She traveled across the country for a full year—not many people have an opportunity quite like that. Although Nyquist didn’t have such a prolonged experience, her story is just as interesting. She participated in a Broadway production that lasted several months. Following the closing of this production, she did several off-Broadway productions before leaving New York to pursue musical theater in the education world. “It was overwhelming, but awesome in many ways,” Nyquist admits.
No matter what role someone has in a musical production, each requires immense amounts of dedication and time.
Seniors Ella Howse ‘25 and Sasha Buck ’25 both have different processes for bringing their roles to life. Reporting from Whoville is Howse, describing how she spends her time rehearsing at home: “I find it amusing to show my family bits of what we have learned. I’ll show them the dances…mostly for amusement but partly to see how much of it I remember,” she mentions. Buck, who is cast as the Cat in the Hat, has an unusual way of preparing: “What has saved me is
making Quizlets with the prompt lines before mine,” she admits, as well as acting on the advice of her director: “Rehearse like it’s a performance and when it is performance time, perform like it is a rehearsal.”
Finally, there are components of the musical that contribute to the return of participants, making the experience memorable and desirable. For Howse, “My favorite part is having something consistent to do everyday…having the same people to be around [who you can] joke around with through the learning process,” she shares. The friendships and the community curated through the time spent together are something many people cherish and look forward to for years to come.
The efforts contributed by every person involved in the musical are rewarded through the performances and their audiences. And going to watch the performances is just as enticing. “This show is about love, friendship, and family. It is silly and heartfelt all at the same time,” replies Seymour. “The cast has been working hard and are wonderful representatives of what the story's message is all about. Seussical is not a retelling of the most famous Dr. Seuss books…it is a completely new story that weaves together elements of at least 15 different books.” From a cast member perspective, Howse finds that “it is fun to see the books that you read as a kid come to life…new twists in stories you have already heard.” The show is sure to deliver vast levels of nostalgia, capture minds, hours of laughter, bright smiles, and create new memories. Hours of hard work are met with their true reward through those who come to watch the performances! //
The Power of Resilience
Many don’t think that drug addiction is a big deal, but one’s mom’s story is changing that perception.
By Hailey Corpe / Staff Writer
At just 16, Jane* began using drugs, a decision that set her on a scary path through addiction. As the years went by, Jane’s drug use escalated, and by 18, she was smoking and drinking more frequently. A pivotal moment came when a doctor prescribed her an opiate, which became the tipping point that led her deeper into substance abuse, particularly with meth. “I think the first time I tried that, I knew instantly I was hooked,” Jane recalls. Her environment played a crucial role in her drug use. Despite growing up in a family with a history of addiction, it was primarily her friends who influenced her choices. One friend, in particular, introduced her to what he claimed was cocaine, but it turned out to be meth. This moment marked the beginning of a chaotic and destructive chapter in her life.
While Jane never ended up in the hospital due to drug use, she sought medical help frequently for her deteriorating mental health. Nervous breakdowns plagued her, leading to numerous visits to her doctor. “During most of my addiction, I was work-
ing in the hospital with individuals who came off drugs or alcohol. I was around people in the hospital setting, but it was never me as the patient,” she shares.
During Jane’s addiction, she “felt like a shell of a person. Anger and depression consumed me,” which resulted in poor relationships with her children. Her daughter Makenna* had been deeply impacted by this. Some of the challenges she faced were that she felt like she had to step up and try to do her best to help take care of her brother. “It made me more responsible and shaped who I am,” Makenna states. “It definitely showed me more things that other people don’t get to experience.” Jane proceeded to push friends away and avoided family gatherings, desperate to hide her substance use. Her children eventually preferred to stay with their father rather than face the reality of her addiction.
The turning point came when Jane’s mental health deteriorated to a breaking point. One fateful day, she became suicidal, and a friend’s visit changed everything. This friend sat with her, genuinely seeing
her struggle, and, without hesitation, they helped her make the necessary calls to enter treatment. Initially, she had to wait five days to get into a treatment facility, a period filled with anxiety. Her mother took her to a center in Waterford, away from the familiarity of Traverse City, where she feared judgment. The first week in treatment was intense; she lay on the floor, overwhelmed by anxiety attacks, crying and screaming as she faced the flood of emotions Jane had long suppressed. “[During] about the second week, I started learning who I was and how to function again as me. I ended up staying 28 days in the treatment center, and then I came home,” Jane recalls. “I had to go back to work. I had two children and pets that needed my help and needed me to be fully present…But at first, it was very difficult just because it was so new to all of us, and I was very big into my meetings and making sure that I did what I felt was right for my recovery.”
As of January 18, 2021, she has maintained her sobriety for nearly three years and nine months. This journey has transformed her life and the lives of those around her. Makenna expresses that “I’m feeling good. She’s doing amazing. I’m very proud of her, and she is helping the community through her job. By helping others who are going through tough times, she tries to guide them into recovery and ensure they avoid drugs and other harmful behaviors because she doesn’t want anyone to make the same mistakes she did.” Jane’s mental health is now stable, allowing her to be present for her children and rebuild trust with her family. She cherishes her relationships with her nieces and nephews and has regained the privilege of babysitting, a feat that seemed impossible
during her addiction. “I just love life now. I love being alive, and I love all the small things the world has to offer me. I have experienced way more joy than I had in my addiction,” she declares.
Today, she serves as a certified pre-recovery coach for a local non-profit, where she supports individuals in various stages of addiction and recovery. Her personal experiences enable her to connect deeply with those still struggling. She works with the homeless population, helping them foster self-worth and aspire for a better life. Through this role, she has helped over a dozen people find their way into recovery and remains committed to ensuring that others feel safe and supported. Her story illustrates the power of transformation and resilience in the face of addiction. She has learned to embrace life fully, finding joy in the small things that she once overlooked. Jane now stands empowered and dedicated to helping others navigate their paths to recovery, proving that change is possible, no matter how dire the circumstances. Her daughter hopes that others like her can learn from her mom’s story: “Talk to people—definitely don’t stay quiet about it; it’s nothing to be ashamed of. You can’t change the way other people think and what they do. You have to just do your own thing and talk to someone because there’s no need to do everything all alone,” Makenna concludes. //
*names changed for anonymity
Traverse City has always been a coveted place to live, but in the last few years, the housing crisis has escalated to another level. “We don’t have enough homes available for future residents to rent or buy, and there seems to be enough homes if you have a lot of money to have one built for yourself or to buy one that’s on the market,” points out City Commissioner Heather Shaw. The problem isn’t just the space we have in Traverse City, or the limited amount of housing: it’s the price. It’s just too expensive for the working class to live in the city.
Not only is housing difficult to attain, but also finding employees to work in public
fill our schools and we’ll lose that population of young people, which is so important,” Shaw argues.
Without affordable housing, there are going to be homeless people. School Resource Officer Justin Nowland previously handled all the crime associated with the homeless, including the Safe Harbor shelter and the encampment known as The Pines. “You develop a relationship with a lot of the homeless…a big
Hope for the
By Finn Kennedy Staff Writer
safety, healthcare, and education. Firefighters and police are required to live within twenty miles of Traverse City, and it’s easier for workers in healthcare and education to live nearby, too; but when it’s too expensive to live in town, it’s hard to find people to fill these roles. “[Munson is] bringing in two hundred nurses from the Philippines next year. It’s because they couldn’t get anybody from Michigan or anywhere else to live here,” Shaw explains. “A lot of wealthy people live here, and the more wealth you have, the more shortages you have, so prices go up.” As a result, when there’s not enough people working locally, it affects the local schools, too: “If we can’t get enough families to live in Traverse City, then we can’t
part of what I did was trying to get them [into] treatment. Sometimes, I would drive them to Addiction Treatment Services to start their road to recovery,” Nowland elaborates. Sometimes, he would get a person on the road to their recovery, but they would drop out and go back to square one, or they wouldn’t want his help at all. “That’s the tough part for everybody who works in the homeless community,” Nowland admits. “You have some people who want help, but they fall. But then you also have
people who are content being users with substance abuse problems, and if they don’t buy in, how do you make them get the help?”
Many recognize Goodwill as a thrift store that helps vulnerable people, but its reach goes beyond clothing. Bryan Rowland, the director of Homeless Services for Goodwill Northern Michigan, oversees their Housing Based Case Management Department, as well as their outreach programs including the
see the homeless crisis at the moment.“Things have absolutely been getting better, as far as data is concerned. But looking at it from another lens, you could say that it has not gotten better, because of how many people are in the pines, or because we don’t have a secondary year round shelter,” he claims.
Fortunately, there are several possibilities on the horizon. Shaw brings up what the Traverse City Commissioners are planning on doing about the homeless problem: “... we had a meeting with the city commission, and the community foundation, the Rotary Charities of Traverse City…We are going to close down The Pines next year. It’s a health hazard,” Shaw
Homeless
With a housing shortage comes a homeless crisis, but things are starting to get better.
Goodwill Inn. “We are constantly at max capacity there, so we’ll shelter the people who are not housed [and] try to get the people who are unsheltered connected to services,” Rowland describes. “And then we also do Meals on Wheels, [which] is done from Goodwill Inn kitchen. I think last month [we served] 1,400 meals. It’s been a large footprint that Goodwill Northern Michigan has, and that’s just within my department.” Rowland notes that in his experience, there are many different views to
states. In addition, “Safe Harbor has only been operating during the winter, and now they are going to open it full time, all year round until we have a new facility open outside of town. It’s still a shelter; you could go there until you could get placed somewhere else, because housing is the solution for everything. It’s not a solution to just go to a shelter and [have] people taking care of you: the solution is having a supportive home,” Shaw asserts. //
Photo: J. McGraw
CTC: Choosing to Change
by Sean Humphrey / staff writer
As many students are well aware, high school offers many opportunities for the future. This is made very apparent through the countless visits, assemblies, lectures, and even stories told. Some of these opportuni ties offer guidance for some people, help ing them choose the path they want to take in life, whether it be a four-year degree, a certain field to study, or even weeding out more school from their future. However, only some people know what they want to do by the time they get to their sopho more year. This is where the Career Tech Center (CTC) gives a helping hand to many students, offering 22 different career fields in which students learn some tricks of the trade, get some basic training and certifications, and possibly even end up in that job before they are out of high school, all while earning high school credits. Now this fantastic opportunity does come at the cost of half of one’s day, running from the end of 1st hour up until 11:40, but that shouldn’t deter someone from choosing a career path as their choice. It offers a refreshing change to one’s schedule, allowing for a better bond with fellow students and instructors, and giving off a more college-like community feel as opposed to a rigidly structured high school schedule.
Diverting from the traditional high school path to focus on career opportunities draws students more than traditional classes.
However, not everything is entirely dif-
ferent from regular high school; students don’t attend CTC with the expectation that they’ll get free credits by simply messing around with tools or kitchenware - there is still learning going on daily. Students still have to complete English and math work, but rather than having the typical standardized and complicated math or English, these subjects are taught in conjunction with the trades that students are learning so the experiences are more applicable. “I think that for a while at a comprehensive high school, when I was there, it was a hard sell at times [for] ‘why are we reading Hamlet? Why are we studying the sonnet?’” mentions CTC English teacher Kelly Hawkins. “And while I loved it, and a lot of my honors students bought into it, it was a tough sell for a lot of kids [who asked] ‘how am I going to use this in my future?’” Hawkins originally taught in Kalkaska for most of her career and never thought she’d leave until a coworker encouraged her to apply and move to CTC with her. “The more I thought about it, I realized…it’s probably time for a change,” Hawkins reflects. “I’ve taught To Kill a Mockingbird, probably, I don’t even know how many times…and I love it, but it was just kind of time for a change. “ Hawkins also reveals that the past nine years improved her skills as an educator, as going
Graphics: E. Hermel
from a rigid hour-by-hour schedule to a three hour, one day a week schedule helps improve her flexibility and understanding, which demonstrates that CTC can be a special and even pivotal experience for teachers. This is equally true for students, as shown by Carson Haskin ‘25, who has had a unique experience at CTC.
Haskin was accepted during his sophomore year, allowing him to take a third year in his chosen program, which is unusual for most CTC students. After two consecutive years, a co-op in auto repair, and several trips to represent the class around the state and country, he finished out the auto repair program and switched to robotics. Haskin appreciates the guidance and direction CTC has given him, from getting him back on track for school to giving him a solid start on a career: “I’m working at an auto shop. I never thought that would happen, not at least while I was in high school,” states Haskin proudly. “I have a good work ethic [which] I’ve developed through doing that and through CTC…everything that I’ve had, the people I’ve met, the people I’ve talked to, the experiences I’ve had, good and bad, have all been impactful.” Of his major achievements, the one that stands out most is his five day trip to Washington, D.C., where he practiced leadership skills and met state representatives like Jack Bergman (R-MI 1st Div). While Haskin had a special experience getting a rare third year, most people only have two years at CTC, like Teagan Kimbrell (‘25) in Graphic Design. Kimbrell is beginning her second year in Graphic Design and is already moving towards becoming a professional graphic designer. “I’ve gotten to do some job shadows and design things for businesses, and even [do projects for] CTC like posters,” Kimbrell
mentions. She looks forward to this year and the many opportunities available to her as a second-year student. When asked about a big challenge she had to overcome with her class, Kimbrell immediately jumped to Adobe Illustrator, stating “[In] my first year, I really didn’t like learning or using it, but I’ve slowly begun to come around with it,” she admits, “and while it’s still really difficult and precise, I’m getting the hang of it.”
CTC is, overall, a wonderful opportunity for those who prefer more hands-on learning and may find the traditional high school schedule stifling. Haskin hopes that more students will discover what CTC has to offer and be able to pursue career opportunities while still in high school. “I think it has set me up for a very good life path so far,” he shares. “I’ve been able to interview at two auto shops, and I’ve been able to be hired within 24 hours at both of them. The career opportunities and [soft] skills…have set me up for a trajectory to where I’ll be, in my opinion, successful in what I want to do, rather than just being happy with where I am.” //
Photo: L. Baldyga
The Rise of Fast Fashion
by Leo McAvoy / Staff Writer
As the idea of fast fashion becomes more popular and prominent in the fashion industry, the effects are becoming more harmful and impactful, and - thankfully - more well known.
In the world of fashion, many trends have come and gone over the years. Some have lasted for the better, while others may have been bad or should not have ever existed. Lately, one of the most widespread trends seems to be taking a turn for the worse every waking second, and it doesn’t appear to be going anywhere anytime soon — fast fashion, a rather harmful concept that’s been around since roughly 1970. More people are finally becoming aware of the dark side of all these cheaply made brands and what secrets they’re trying to keep on the down low, such as water waste, chemical pollution, and child labor. These brands include SHEIN, Temu, H&M, Zara, ASOS, and more. In recent years, SHEIN and Temu especially have blown up worldwide on social media platforms like TikTok and Instagram. Regardless of how stylish these pieces may appear, they pose a major threat to the environment, while also manipulating the world into overconsumption and overproduction of these pieces.
While fast fashion may be convenient, it’s safe to say that the downsides have quickly started to outweigh the pros, and that amount is only growing: “Fast fashion is a real problem for the planet, for the industry itself, for sustainability,” Lenora Gordon,
owner of Maggy’s Vintage Shop, states. “Vintage was made with unions, where everything was up to certain standards, made with good materials, [and] the work ethic was a lot better, but today, even designer fashion comes in so cheap.” Gordon opened this shop with her daughter, Maggy, six years ago, after Maggy realized her dream of owning a shop with her mother. Now that she’s been running a vintage store for the last several years, Gordon has a better eye for what makes vintage clothing so different from the cheap stuff. “When I feel the fabrics and look at the weavings, I’m just like, ‘Seriously? They cut so many corners!’ and it’s just sad,” she laments. “If you look at vintage fashion, the way the cuts are on the skirts and on the wedding dresses…give you so much more form and flow, and now you have to kind of create that yourself.” While there certainly are quite a handful of fast fashion items that are visually appealing and attractive, it is true that not all of them have the form and quality of vintage or higher brand clothing.
On top of that, fast fashion is known for contributing significantly to environmental crises. “I do buy some denim from sustainable brands, but for the most part I wear vintage [clothing], and I just feel like it feels different on my body,” Katie Asher, co-owner
of slip.vintage, remarks. “I know that you don’t think about the fact that fast fashion has so many chemicals in the clothes themselves [which are] leaching into your skin, and it’s not good for you. So I just feel very lucky that I can wear clothes that make me feel good, that make me feel healthy, and that make me feel like I am not impacting the environment in a negative way.” Many people are blissfully unaware of the harm these chemicals cause. According to Project Cece (Nizzoli), chemicals such as azo dyes, formaldehyde, and PFAS have been found in fast fashion pieces in rather high amounts compared to what is typically deemed “normal.” These chemicals are linked to allergic reactions, higher risk of developing diseases, and shortness of breath, among other side effects. Not only are these not good for people, but they are also not good for the environment, being connected to climate change.
Students across the district have different opinions on fast fashion. While many don’t appear to be overly educated on this topic, it’s still one that matters to at least a handful to some extent. “I will admit I do like fashion and so that’s kind of my wardrobe, but I don’t like it,” admits West Senior High student Sebastian Eaton-Ellison. “In the industry, because of how fast it’s growing in popularity, it’s pushing other companies to do it… it’s growing in terms of companies like TJ Maxx, where they’ve been starting to shift more towards that business model.” Fast fashion is gradually becoming more of a trend, where others are simply tempted to follow because of how impactful it is becoming, as well as becoming the norm in modern times.
When it comes to vintage shops obtaining unique pieces, the process is quite a bit more intricate and complicated than that of fast fashion chains, but it’s Asher’s favorite
part of her business: “Making connections, hanging out with people, understanding their story, and understanding that most of the time the clothes that come into the store are from someone [they know] who passed away…and I think that’s really important to keep those stories alive,” Asher discloses. “I do go to estate sales, flea markets, garage sales thrift every once in a while, but really probably 70% of the stuff is from people who call me and say, like, ‘Hey, my great aunt passed away. I don’t know what to do with this stuff. I’m gonna throw it away. Do you wanna come over and buy from me?’”
Getting to give clothes a second chance at being loved is one of the little things in life that is such an honor and is so overlooked.
A lot of the time, clothes that people donate are ones that were loved and cherished that the owner simply grew out of, thus allowing another individual to love it just the same. But with fast fashion, experiences like that simply don’t exist as prominently. //
Photo: L. McAvoy
Ben Berger BergerBe@tcaps.net (231) 933-6504
1150 Milliken Dr. Traverse City, MI 49686
Education
Traverse City Central High School: 2001-2005
Michigan State University: 2005-2009
-Bachelor of Interdiscinplinary Studies in Social Science
Central Michigan University: 2009-2011
-Master of Educational Leadership
What motivates you everyday?
“What motivates me each day is that each day is different.”
What do you think about the students at CHS?
“I’m biased, but I think our students are wonderful...I grew up here, so I think the community of Traverse City provides our students with a lot of resources, and when I look into the halls I’m proud because the majority of kids are kind to one another, and are non-judgmental.”
Work Experience
Teacher at Traverse City Central High School: 2011-2014
Classes Taught: Economics, Crime & Justice, Student Senate, World History, Civics
Assistant Principal at East Middle School: 2014-2016
Oleson Office Principal at Central High School: 2016-2024
Lead Principal at Central High School: 2024-present
Lisa Johnson
johnsonli@tcaps.net
(231) 933-6521
1150 Milliken Dr. Traverse City, MI 49686
Waverly High School: 2000-2004
Michigan State University: 2004-2008
-Bachelor of Economics and Policy
University of Idaho: 2010-2012
Education
- Master of Science -Master of Natural Resources
What motivates you everyday?
“I
I
love this Trojan community.
love showing up for the kids,
and
this whole student community - the staff and the students. There’s nowhere else I’d rather work.”
What do you help the principal with?
“We’re on the same team, but our roles are really different...My role is more studentfocused and [I work] with students one on one...Mr. Berger’s focus is building focused...he has a much larger aerial view of the building whereas assistant principals are more in tune with what’s happening on [an individual student] basis.”
Work Experience
Entry Level Enviornmental Consultant at Booz Allen Hamilton: 2008-2009
Biology Instructor at Midlands Technical College: 2009-2013
Teacher at Dutch Fork High School: 2010-2013
Teacher at Kalkaska Public Schools: 2013-2014
Teacher at Traverse City Central High School: 2014-2024
Classes Taught: AP Environmental Sciences, Student Senate, Biology
Oleson Office Principal at Central High School: 2024-present
Running Back Royston
Central graduate Ryan Royston makes his triumphant debut as A football coach and history buff.
By Jade McGraw / Staff Writer
Before officially joining the Central staff, Ryan Royston ‘21 got his start in teaching while he was still a student through the Career Tech Center. After graduation, Royston fast-tracked his bachelor’s degree while coming back to Central to sub, even though he hadn’t completed student teaching yet. “It was tough. I went online, and I was working a full time job plus full time school (…) for a couple of years, and when an opportunity came, I was a long term sub here still working full time,” he recalls. [There were some] very long nights and a lot of work, and it was able to get me to where I am today.” Royston finally began his student teaching experience under history teacher Ben Ludka in the spring of 2024. After Ludka retired, Royston was officially hired to teach both Honors and on-level U.S History, as well as AP United States History. Despite having graduated from Central so recently, he came back to teach fairly quickly. “I think it is a very positive, inclusive environment,” Royston acknowledges. “I think all sorts of people, all types of people from different walks of life can walk into this building and feel safe and secure and feel like they are a part of a bigger goal, which is learning and creating the next generation of knowledgeable Americans.”
With the desire to make the next generation well-informed of our country’s history, Royston has a plan to try his best to make it happen and what he hopes for his students to get out of his classes. “I hope that they get out the critical thinking skills that are becoming even more acquired in the day and age of AI and technology. I think things are going to change greatly in the next ten years, and the critical skills that you’ll learn from studying sources in history and understanding bias and viewpoint is going to be extremely crucial with how we access information in the next decade,” he argues.
As for navigating the first year of teaching his own classes, Royston has quickly discovered his
own personal strengths and weaknesses. “I think I’m pretty good at understanding where people come from…their different walks of life, and being very forgiving and open to different perspectives on the way we do things,” he reflects. Although, he admits, “one of my weaknesses [is that] sometimes I will let the fact that I want to be organized all the time take away from some of the natural things that happen in the pursuit of learning.”
Royston credits his love of teaching and football to his dad. “My dad always wanted to be a teacher. He loved history, and he loved coaching football, and he never pursued it,” Royston reveals. “From the time I was little, he told me that it was [in] my interest to do it because he regrets it every day that he didn’t follow his dream.” With his passion for history and football, as well as his determination from his father, Royston desired to make his aspirations come true. While being a teacher at Central, Royston is now the head coach of the Freshman football team and finds coaching is fairly similar to teaching: “There’s actually a lot more [to football] than people would think, [like] creating a positive environment where mistakes are okay,” he informs. “They’re encouraged, because that’s where we grow, where we learn to be better students, and to be better football players.”
Now that Royston has the job, he has time for other personal pursuits. Although many would be surprised to know that despite being an athlete living in northern Michigan, “I have never done any winter sports,” he reveals. “I’ve never snowboarded, I’ve never skied, I have done some snowmobiling, but that’s about it.” Maybe the next place we’ll see Mr. Royston is on the slopes. //
Photo: R. Roytson
Rebuilding the Central Community
By Jade McGraw / Staff Writer
Before Roderick MacNeil became a teacher, school wasn’t a huge deal for him, and he never had really considered the path to education. After a mentor from his high school years gave him some advice about his future, MacNeil decided that he wanted to help people the way the teacher helped him. What ultimately led him to teaching wasn’t a love for school; it was a love for sport: “Once I played college baseball, and when I was wrapping up college, I was trying to figure out how to stay in the school,” he recalls. “Coaching was my original way to be in the schools, but then once I got in, I just realized how much I actually enjoyed being with the kids and trying to help them figure out what their journey is.”
With being a science teacher comes a lot of opportunities for different learning styles, activities, and teaching mechanisms, and MacNeil wants to change up what school looks like for students who don’t connect with ‘traditional’ methods. “Over the last three years, I’ve been really looking into project based learning or phenomena based learning and finding different ways to engage all of the different types of learners that we have,” he elaborates. “Not everybody just sits there and learns from lecture notes, I know I didn’t. It was one of the reasons why I would be disconnected when I was going to school. And so that was kind of a big draw for me as being able to kind of change the mindset of what the classroom should look like.”
Besides changing the learning aspect, MacNeil wants to put more value on relationships and acknowledge that not everybody learns in the same way. “I get to know people pretty quickly, and then by doing that, I’m able to customize or
make those adjustments with the learning environment…making sure everybody feels heard, and [that] everybody feels like they’re a part of what’s going on,” MacNeil states. He also emphasizes the importance of self-advocating, helping students to learn how to “ask questions when you’re lost or confused, making sure that I have connections with all of my students and able to just...really be intentional,” he notes.
As well as being a biology and AP Environmental Science teacher, MacNeil is also the Student Senate advisor and enjoys having a different role where he can make student voices feel heard. “I’ve had a really great time with them so far. I’ve done student culture at other buildings that I’ve been a part of, and I love the idea of being a part of the decision making that kind of feeds into the student energy in the building,” he expresses. “Obviously without the students, we don’t really have a school. And so, making sure they’re happy, they’re well represented, and that they’re having fun while they’re here. It is a big deal.”
Although MacNeil hasn’t been here very long, he already feels like Central is home and is looking forward to building connections and his future here: “What I’ve really enjoyed so far is [that] everybody’s been very welcoming. It’s been very open and family-like,” he shares. “After my first week, I felt like I had a hundred different people coming up and asking how things are going or if I needed help. The students have been fantastic, welcoming me in and getting to know me as I’m getting to know them. So it’s really the people and the connections with the people that I’m really enjoying and being here.” //
Photo: R. MacNeil
Central’s newest addition to the science department reflects on the importance of connections.
Splitting the Difference Splitting the Difference
By Kailyn Groves / Content Editor By Kailyn Groves / Content Editor
Capturing the essence of what makes AP Photography and 3D a successful combined class
Capturing the essence of what makes AP Photography and 3D a successful combined class
To kick off the 2024-2025 school year, Central has had to deal with staffing shortages in a creative way. Administrators opted to combine a few classes in order to still allow classes to run. This year, Physics became a combined class with over 60 students, co-led by science teachers Ian McGurn and Brett Durr, who both bring different science backgrounds and experiences into one classroom.
Even so, some classes have always been combined due to the success of its smooth format. Jamie Sandy, an art teacher at Central, explains how her two advanced courses - AP Photography and AP Studio Art 3D - have always been combined, mostly because there aren’t enough hours in the day to offer multiple sections. “We had to promise to teach two classes together, or we
couldn’t get the training to teach AP,” Sandy explains. Both Sandy and fellow art teacher Lisa Peoples offer a combined AP art class, both of which play to their strengths as educators, with Sandy doing photography and 3D art, and Peoples focusing on drawing and painting, much to Sandy’s relief: “If…I had to teach drawing class, like AP drawing, I’d be like…no way. I would be bored,” Sandy laughs.
Teaching both advanced 3D art and photography classes during the same hour would seem complicated with their contrasting skills. However, for AP Photo and 3D art, it works. AP photography students work off campus Monday-Wednesday mornings, allowing Sandy to work with the 3D students, who stay in class to work on their projects. Are students getting enough help? “I definitely feel like I am.” Keira Wesley’ 25 states. “[Ms. Sandy will] give me a lot of very specific feedback.” When photo students come into class the rest of the week, they upload photos into a drive, on Thursdays. On Fridays, students will come together and critique each photo presented on the screen. Feedback—one of the best ways to improve skills—is also a great way to further grab the attention of the viewer of a photograph. “It’s also nice to have another pair of eyes on my photos even before critiques,” Wesley notes. It’s important to give feedback
Photo: K. Wesley
so students can take criticism from their peers and take ideas from other classmates for future photos. Critiques can also give the individual a way to explore new ideas and objective interests. As Photo students take photos, 3D Art students spend the class period working on projects. “I like [3D art] because it encourages me to stick to one personal topic,” Mia Nowicki ‘26 claims. “It’s helped me become [more] creative.”
There are currently four advanced art classes offered to Central students, but some believe we could have more opportunities. “I think we have such great art teachers and there’s so much potential for our art program to be so great,” Wesley claims. “I just think we need more resources into art because there’s so many people with such great talents that are missing out.” Most students have skills that deserve to have advanced courses to further challenge their expertise. In contrast, some students would prefer to have more advanced art classes that would be taught at a basic level for beginners or first-year students. “I think we [have enough] because the advanced art classes are pretty broad in their topics.”
Mia Nowicki ‘26 explains. Still, with being divided, Sandy spends more time with 3D students, logistically, than photography due to their off-campus advantage. Wesley and Nowicki both agree that they are getting the appropriate amount of help with their work as different students for contrasting intricate skills.
As a united class, each subject has different needs and goals that are meant to be met. This year, differing from last year, Sandy’s budget for her classes was cut in half, bringing challenging interference for her 3D art and ceramics classes that need the money for materials that are needed to create and finalize projects. Making things more difficult, Amazon offers cheaper ma-
terials that the school can’t buy for unknown reasons. If they wanted logistics, they’d have to ask downtown why the school can’t buy from cheaper sellers. Although, AP Photography students have the upper hand with budgeting. “[An] 18 by 16 photo… it doesn’t cost me anything.” Sandy explains. Sending in any size photo won’t come out of Sandy’s pocket and will save her money for 3D art. “ I had four pounds of clay shipped and it costs $300 just to ship it,” Sandy exclaims. Sandy claims it’s not her fault she’s a teacher, but the $300 had to be taken out of her budget even though it was for shipping. Although teaching two separate courses simultaneously can be challenging, both Peoples and Sandy have found it tremendously rewarding over the years and don’t plan on changing anytime soon. With its continuation into the future, its purpose is just as meaningful to the students as it is to teachers. “It’s always cool to see what [students] bring back,” Sandy remarks. “A lot of times it gives me ideas and [inspiration]” Alongside teaching, it brings Sandy the chance to learn from projects or photos students create. A student’s creativity can impact the teacher just as much as the students. //
Photo: M. Nowicki
A Jumble of Energy and Sound
by Morgan Hill / Content Editor
The new school year brings an experimental twist to some of Central’s most popular classes.
An occasional theme across Central’s master schedule is combined classes. This year, merging classes has spread from AP Art and the Trojan Integrated Experience (TIE) to Physics and choir. What once was an experimental scheduling idea is now becoming more common, offering students a new way to attend class.
a lot of tenors and basses [in the transition] from 8th to 9th grade,” Williams indicates. She and the other music staff felt that Schafer’s presence in the high school could help with not losing as many kids in the transition, but then Schafer’s schedule at the middle school changed, despite the schedule already being rearranged at the high school.
Merit based choirs, Bel Canto and Chorale, were combined into 1st hour this year, staying separated with two different teachers and rehearsals, but occasionally combining for special events. Chorale and Bel Canto typically alternate between locations: either the choir room or the auditorium. Central choir director Tamara Williams leads the SATB ensemble Chorale, and West choir instructor Wendee Wolf-Schlarf leads the SSAA group Bel Canto, but “the original vision was [that] we wanted to have [the middle school choir director Andrew] Schafer teach Con Brio, [the beginner choir. The reason for this was] for a retention thing, because we were losing
Photo: T. Williams
Two choirs HAD to happen during the same hour, even without Schafer, but Williams opted to not completely combine the groups into one large ensemble “[so that Bel Canto could] be able to just focus on SSAA material, and then Chorale [could] focus on SATB,” she clarifies. Otherwise, the “[voice] balance would be really skewed, right? If we [combined], there’d be way too much treble [and] a lot more female singers.” The new arrangement has given the choirs opportunities to learn music in different environments and be more flexible as musicians. The auditorium requires a lot more volume than singing in the choir room, but sometimes the auditorium isn’t available due to special events, in which case the choir students have to move to the orchestra room. This environment isn’t perfect either because the practicing band can sometimes disrupt the focus of the choir. “There was a little bit of a learning curve of how to get [things] set up [outside of the choir room],” Williams explains. “But, it’s also good for musicians to not be in the same space all the time. It’s good for us to be hearing our sound out there and hearing
our sound in [the choir room].”
Since the retirement of former Physics teacher Keith Forton, Central’s physics program has been forced to adapt, with teachers Ian McGurn and Brett Derr deciding to engage the challenge. “I brought up the idea of Mr. Derr and I teaching physics together because it was a situation where we both really enjoy physics, but we hadn’t taught it in a long time,” explains McGurn. “We felt like there was going to have to be some collaboration in order to make physics the level of class that students expected and needed.” In preparing the class, the two teachers realized that in order for things to run smoothly, they really needed to collaborate. “My thought then was, ‘why don’t we just do it [at the same time?] Why have two separate classes that run at separate times, and then have us trying to find moments to collaborate when we could all be in the same room, and we could collaborate much more efficiently [and] effectively?’” McGurn suggests. “It was a thought of, ‘how do we deliver physics to students in a way collaborative way that we haven’t done before?’” Contrary to popular belief, Derr and McGurn weren’t alone in this transfership. Forton has worked very hard to assist in the preparation and current teaching of the class. “I text message with [Mr. Forton] at least once a week… It was very much a handoff. [Mr. Forton], Mr. Derr, and I have met countless times over the summer to plan for this year,” McGurn explains. The transfership proved that it wasn’t perfect at the start, but the class has gradually made big improvements. “All classes at that level have a somewhat rocky start, because you have a group of students that are highly demanding, and you have a group of teachers who are highly demanding of not only the students, but of their own execution,” explains McGurn. “[We’re] highly critical of what [we’re] delivering…Mr. Derr and I are constantly reevaluating what we’re doing and what we’re
delivering on a daily basis.
We’re also trying to check ourselves against what…we know is best for students.”
Assistant Principal Brian Guiney sees combined classes as beneficial for both students and teachers because they offer some unique advantages. “[In the case of combined classes with two teachers], there’s a ton of benefits professionally for the teachers. It allows more flexibility with grouping students. If a teacher is out sick one day, then you don’t [have to] have a sub, [because] you just have the one teacher that you see every day anyway,” he elaborates. Combined classes also foster collaboration between teachers, which is unusual in a profession that is very individualistic. “We know that we’re fostering collaboration, professional thinking and learning, and just being around another colleague helps both people improve,” Guiney claims.
Despite some of the unusual obstacles in these combined classes at Central, it’s important for anybody to be exposed to different environments and learn how to adapt. //
Photo: K. Groves
From Oldest to Youngest
The transition from middle to high school can be intimidating, and for the class of 2028, they are no exception.
By Landon Willett / Staff Writer
Some Central students may have attended middle school just months ago or even years ago, and they may either remember the difficulties they faced or how life was so much easier back then. This year, new students coming from middle school are now joining Central, leaving those good or bad experiences behind. Freshmen during their first week often experience challenges adjusting to high school life, making it difficult to overcome the hurdle that is high school.
Students moving into high school may have been used to being the oldest in their grade, but now they are the youngest. This may have been overwhelming due to the sudden change in atmosphere and the overall different tone that high school has. Former middle schooler Calvin Porath ‘28 feels that going from the oldest in the school to the youngest “seem[s] like a step backwards.” They may feel this way because freshmen deal with an array of ever-changing things, such as the workload, class difficulty, and everyday high school pressures, ranging from due dates to social events. Freshmen also have to deal with new responsibilities, like taking school more seriously, studying, extracurriculars, time management, and getting to know new teachers. “I miss being the oldest, because it’s kinda hard being the youngest
again,” explains Lucy Houghton ‘28, “[but] I like the building and my teachers more than I did my teachers last year.” These changes can be nerve-wracking, as freshmen have to take on so many challenges at once, but high school does have some upsides.
Freshmen now have the opportunity to see what high school has to offer, such as Advanced Placement classes to earn college credits, school clubs to integrate themselves into the community, Honor Society or Student Senate to plan school events, and other opportunities. Often on the first day, freshmen have trouble navigating the school and locating their classes, but teachers and staff are more than happy to help them find their way. Houghton’s favorite thing about high school so far is “how nice the staff is. I was thinking everybody was gonna be mean but everyone, like the lunch ladies or the people in the hallways, are nice and super helpful,” she elaborates. A new school setting also makes for a good opportunity to meet the teachers and staff and introduce themselves.
Most freshmen tend to prefer high school over middle school, and one of the reasons why is the newfound freedom that middle school may not have offered. Freshmen now can start to assert their independence and take responsibility for their own future.
“In high school, there are a lot more electives and classes to choose, and a lot more freedom and a lot more opportunity,” adds Porath. Many may have struggled to take on this challenge, but there are many resources to help freshmen with this hurdle, such as meeting with school counselors or teachers to get the help needed for success. Houghton is looking forward to being able to take more advanced classes and get more involved in the school community. For her, there are so many “new opportunities and a bigger atmosphere than middle school,” Houghton explains. “[There’s] harder stuff, and at the same time, better stuff.”
Some people may be frightened to speak to students or teachers; because of this, students have to adapt and create some strategies to get more comfortable. One strategy is to stay relaxed, because putting too much pressure on a person can impact their mental health and their grades. High school is important, but it is also important to take care of oneself. Doing work when instructed will give students time to unwind from the stresses of high school. New students may also have noticed that high school is when grades really matter, so it’s important for them to be on top of their work. This is why some students adapted the strategy of mak-
ing use of their time more wisely. This principle applies in class and at home, since every assignment counts in high school. Porath, a student who uses this strategy, reports, “I come to school early and go to the library to study before school and right after cross country practice I go straight home and work on my homework.” Additionally, some who take part in AP classes or other extracurricular activities may find that this choice will help them after high school in places like college or work. The support from other students and staff will help them excel in this new environment.
Since leaving middle school, freshmen have transitioned into a whole new part of their life and have experienced the usual obstacles and surprises that come with switching schools. Even so, freshmen have overcome this hurdle and are now on the path to success, but it doesn’t come without its challenges. “Try your best, because you only have 4 years of high school, and then you are off to being an individual, so in high school you really have to try your best to succeed and to become a successful adult,’’ Porath remarks. Freshman year is the first impression of high school, so make it count. We wish you all the best of luck! //
Photo: K. LaBarbara
Photo: BGQ Staff
High School Shuffle
by Jordan Teesdale / staff writer
Not everyone starts high school where they finish.
Transferring schools can be a scary experience, especially during high school. New building, new people, new everything. Many different thoughts rush through a new student’s head: “Am I going to make friends? Will I get lost? What am I gonna do?”
I had a bit of an overwhelming experience moving schools. I had known one school - West Senior High (or, as I often referred to it, “West Senior Hell”) - for three years, and then, all of a sudden, I didn’t. I was in a building with a bizarre new layout, which I still can hardly navigate after being here for over two months. At the start of the year, I only had two friends, which almost made me “lucky.” My old school wasn’t that far away, but it was a totally different environment full of two-faced fake friends and wannabe country kids who’d never even set foot in the South. Walking in the halls felt like going through a minefield of rude words. I couldn’t even navigate the hallways for a few minutes without rude comments being thrown at me. Here at Central, I have been given a new life. I haven’t had to deal with anyone like that here, and I’m grateful. Fortunately, I’m not the only person here that started their high school career elsewhere. For some Central students, like me, they’ve been lucky enough to already know a few people before transferring.
David Laguire ‘25 had previously moved from North Atlanta High School to Central just last year. “I knew a few people already [because] I’d been up here plenty of times,” Laguire recalls, “but I was a little bit nervous going to my first class…not knowing anyone.” Similarly, Averie Diez de Medina ‘26 also moved last year to Central from Tempe Preparatory Academy in Arizona. Not knowing anyone at all made things challenging: “I feel like some people were nice, but they were just nice. And it took a while to actually make friends,” she admits. Finding classes can also be super difficult, depending on the building, and the classes vary depending on school size. “My school in Atlanta was 11 floors, and [there were] 4,000 people [who attended],” Laguire adds. With a school that big, though, students also get a whole lot more opportunities when it comes to classes. “My high school had film [and] business tech, so it had the classes CTC has, some at least; we also had Chinese and Arabic there,” he elaborates. Diez de Medina, on the other hand, attended a much smaller school: “Definitely this school is way bigger than the one I went to…with 500 kids [in] sixth through twelfth grade, and that was it,” Diez de Medina confirms. Along with smaller classes, there are typically fewer options
E. Hermel
available. “I think the classes here are definitely better. There’s a lot more options of what I want to take. I was very restricted in my classes, like everyone in my grade took all the same classes, but here I can choose the art classes I want to take, and choose if I even wanna take art at all,” she affirms.
It’s also a little tricky when students move not only from a whole other state but to a whole new type of school. Diez de Medina’s previous high school pushed their student body significantly: “It was definitely harder; they automatically put you in honors classes, so everyone is taking honors classes all year long,” she explains. “We also did not have the option for AP classes, but we were already taking AP-level courses.”
Charter or prep schools differ a lot from public schools. They’ll typically have fewer students, smaller classes, and often stricter rules, which both Diez de Medina and Madelyn Stawowy ‘25 have experience with. Stawowy previously attended Grand Traverse Academy and struggled with their strict policies when it came to uniforms: “They have a no hair dye policy,
and [when I dyed my hair red, it ended up] look[ing] purple, and that was too purple for them,” Stawowy laments. “[So] the first week of school, I got sent to the office for having purple hair.” Uniforms are standard in these schools too, as many see individual outfits as a distraction or a way for bullying to occur. “It was one of the main reasons that I didn’t wanna go to GTA cause I hated the uniforms,” Stawowy comments. “I didn’t really like them; they were really strict on uniforms and really strict about the length of our skirts.” Diez de Medina agrees: “I liked choosing my outfits more than being constrained to a skirt and a polo top.”
Looking back on all of this makes me wonder how my senior year could’ve ended up if I never moved, and spent my last year at West. I’ve actually gotten a chance at having friends, and being happy. The impact Central has had on my mental health has been immeasurable already, and it means the world to me. //
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A Discussion About Round Tables
For years, students have sat on the floors instead of at tables during lunch. What's really behind this phenonmenon?
By Kaleb LaBarbera / Staff Writer
The lunch bell rings, and students file into Central’s cafeteria. They either bring or buy their lunch, and many sit at tables while talking to their friends. However, for some reason, many other students sit on the floors instead, which makes one think: Does the school not have enough tables for everyone to sit at, or do the students simply choose to sit down? And why?
It turns out there are many logistics that go into deciding when students attend lunch, as well as where. Assistant Principal Nathanael Kepler explains that “At the beginning of every year, we take a visual tally…and we look at seats and availability.” The administration then moves and assigns classes of students to each lunch so they aren’t too busy, but there’s not enough space in the cafeteria for everyone to sit at the same time. With the lack of room, Kepler adds that upperclassmen have “the ability to go off campus, if they so choose. And that lightens it a little bit for our cafe.”
Older students leaving the building no doubt greatly improves the seating availability, and so does allowing students who eat on campus to sit outside in the courtyard. But it is not like this all year. During inclement weather, outside seating is locked off and not usable. The cafe, as a result, is filled with many more students. According to one member of the kitchen staff, Jane Smith*, this problem happens “mainly in winter” and kids pile up in the halls during colder months. The school does its best to combat this, though: “If the weather is not nice or when we get to winter, we open up the gyms,” Kepler shares. The school tries to give students opportunities to play sports during lunch to free up space in the cafeteria as well. However, some are divided on how well this works. Due to the fact that most students eat first and then go to the gym, filling up tables and limiting space, those who sit on the floor usually do not move to a table after it’s filled at the
Graphic: B. Belden
start of lunch. Plus, many don’t want to go to the gym.
Smith also claims that the lack of tables was an “unfortunate reality,” arguing that it is not a social issue, but that there are truly not enough tables in the cafeteria. They assert that no tables had been added in the years they worked in the cafe. However, Kepler disagrees: “It seems to be more of a choice than…actual[ly] limiting capacity,” he maintains. Kepler believes that students choose to sit on the floor instead of sitting at tables. He claims that if students want to sit at tables, they are always able to do so. But what do the students think?
When asked about the issue, William Tanner ’26 figures that “People might have anxiety, and they may not want to sit close by to people they don’t know.” Anxiety about interacting with people one does not know is very common. As a result, Central students may feel that there is not enough seating because of this and other social issues. Some students may not be accepted and welcomed everywhere in the cafeteria “cause they might lack social skills,” Tanner clarifies. Students would have acceptance at some tables, but the barrier of anxiety holds them back. Tanner argues that to combat this, the school could switch table styles: “They should have the long tables… you can fit more people,” he suggests. If these tables are added, not only could more students sit at tables, but students on
the floor could sit at a less crowded part of the tables, helping to lessen anxiety. There are some longer tables on the side of the cafeteria, but they are limited. These could be added or swapped out in other parts of the cafeteria, which would allow students to sit without the anxiety of asking someone to sit with them.
It’s a tale as old as time: students sit on the floor instead of at the tables, and people continue to debate if it's purely the student's choice or the lack of seating. Although it's baffling, it may be a sign of the challenges that students face when it comes to anxiety and new social situations. Perhaps adding differently-shaped tables will lessen the level of stress in sitting down to eat with other high schoolers. //
*name changed upon request for anonymity
Photo: K. Groves
Photo: K. Groves
Photo: K. Groves
Caffeine Conundrum
The latest addiction to sweep Central High School isn't phones - it's energy drinks.
By Avaya Williams / Staff Writer
The caffeine intake for CHS students has skyrocketed over the past few years. Many kids come into school with everything from Starbucks coffees to Celcius to Monster in their hands, feeling ready to tackle the day. Energy drinks, especially, are usually a beverage that contain an excessive amount of caffeine, added sugar, and other additives. There are a lot of legal stimulants in energy drinks such as guarana and taurine. According to a report from the CDC, “In 2011, 1,499 adolescents aged 12 to 17 went to the emergency room, from an energy drink related emergency” (CDC Healthy Schools). Not many students are aware of the high amount of caffeine in these beverages and tend to over consume them.
sometimes they just need that extra push to wake them up for class. “I like energy drinks because they actually give me energy in the morning, which I don't have,” comments Hannah Phillips ‘28.
Some students enjoy caffeinated drinks because they can provide the energy students need to function throughout the day, especially at the start: “I think they are very useful in high school because of the fact you have to get up so early in the morning,” voices Alex Potrafke ‘26. Many students stay up late into the night doing homework, texting, or playing video games, so
Quite a few Central students have been drinking energy drinks since they were in middle school, and many feel that they can’t get by without them. “I started drinking them when I was 10 [with] my sister. She took me to this one place, and I got a Red Bull,” notes Phillips. A lot of students have become reliant on some sort of energy drink to get them through the school week. Potrafke mentions that he drinks about “300mg in a day,” while Phillips says she drinks “probably a good 600mg” of caffeine in a week. Even though energy drinks might make students feel more energized or caffeinated, there are also some negative impacts on one’s overall health. “My stomach hurts really bad sometimes, but that's only when I drink Monsters,” remarks Phillips. The reason why people get stomach aches from drinking energy drinks is because most caffeinated drinks have high amounts of sugar and artificial additives. Regular Monsters
Photo: B. Belden
and Red Bulls, in particular, tend to have over 10 teaspoons of sugar in them alone.
Energy drinks can cause way more serious health problems than just an upset stomach, though. When asked about the hazards of energy drinks, Central athletic trainer Amy Ream finds that “[they] can actually cause cardiac arrest. Energy drinks are not designed for kids, so they have [overly] high amounts of caffeine.” While less severe, an overconsumption of caffeine can make someone overly energetic and shaky. Too much can also affect a student's focus because they are so unstable from the amount they have consumed. The best way for students to wake up feeling rested is to make sure that they go to bed at a reason-
able hour. “Teens should sleep 8 to 10 hours [a night], and most [students] are not getting that,” advises Ream.
Although energy drinks can help wake someone up in the morning, they can also cause serious health problems if one were to have too many of them. It’s easy to overdo caffeinated beverages, especially ones that don’t seem to have too many calories or grams of sugar, but, like everything else, caffeine should be taken in moderation. Students should watch their intake to help them avoid the negative side effects. As a self-proclaimed energy drink aficionado, however, it will be a tough habit for me to personally break. //
Energy Drink Preferences Among Students
The BGQ staff polled eight classes at Central across all four grade levels to see what the consensus was about energy drink consumption during the school day. Many claimed that they didn't consume energy drinks, but of those who did, the majority enjoy Starbucks Refreshers, Celcius, Red Bull, Alani, and Coffee.
Fuel for the Finish
With all the misinformation and discourse online about what's best for athletes to eat, teenagers can often make mistakes about healthy eating.
By Parker Ziegler / Staff Writer
Student athletes are busy people: they have school all day, with practices and games in the evening, so worrying about what to eat should not be a concern. Unqualified trainers, dieticians, and nutritionists on the internet will try to make ridiculous claims such as “athletes need to have a super strict diet” or “drop an entire food group to improve”; however, that is not always true. With all this conflicting information out there, it might be hard for athletes to fix the mistakes they’re making in their diet.
A major error many young athletes make is eating too much junk food. Food from fast food restaurants, while convenient, is generally incredibly processed and unhealthy. Even food nutrition labels can be twisted around to seem like they’re healthier than they actually are. Dan McGee, health and physical education teacher, remarks “[One] thing I worry about is [that] kids…look at labels and it says ‘low fat.’ Well, what is the government standard for low fat? A lot of times, they lower the fat, but load it with salt and sugar to make it taste better.” This is not to say that fast food should be avoided completely, but no
one should be eating fast food every day. Under the umbrella of processed food, athletes also need to be watching the amount of artificial sugar and caffeine in their drinks. Energy drinks, especially the kind with loads of caffeine, can do more harm than good for athletes' health and wellbeing. “I avoid caffeine because caffeine actually dehydrates you,” advises McGee. “A lot of kids think it energizes you, but it really just gives you peaks and valleys.”
Eating enough calories is also incredibly important for athletic performance. An athlete’s metabolism goes up significantly after exercise, so a considerable amount of calories have to be eaten to make up for that.
“[For me], I need…whole grain carbs, nutrient dense foods. A lot of vitamins and minerals come from our vegetables and fruits. [Overall] you need to go on the carbs for best performance.” suggests McGee. Now, most athletes see they need to eat a lot of calories and believe that they can just eat whatever they want all the time, which isn’t necessarily true; athletes, especially newer athletes trying to bulk up, need adequate protein, healthy fats, and carbohydrates. Protein is needed to help muscles recover
after strenuous physical activity. Eating foods like eggs, beans, and various meats after a game or practice can help speed up muscle recovery. And contrary to popular belief, some fats are essential for maintaining a healthy diet. Healthy fats, like nuts or avocadoes, help with vitamin absorption. Carbohydrates are a long term energy source so eating food like pasta, fruits, and potatoes before games can help fuel energy sources. “Food is everything. It's how we fuel our body. [When] you’re trying to perform at a top level, [that] means you’ve gotta do everything right, including your diet. It can make or break your performance depending on how advanced you are in your sport,” acknowledges Donavon Micheal, a local physical trainer and youth soccer coach. If an athlete is trying to gain weight, but does crazy intense workouts everyday and is burning more calories than they consume, they will not gain weight. “It comes down to what their energy requirements are and their goals. If they're trying to gain weight, then they're going to have to eat more. The weight room can only do so much," advises weights and conditioning teacher Doug Gle. Many people just assume as long as they’re working their muscles that they will gain tons of muscle, but food’s contribution to strength and speed is often overlooked.
Oftentimes, the conversation about healthy eating and the conversation about weightlifting overlap. Both are major contributors to muscle growth and overall health. When asked about what he thought the most common myth surrounding weightlifting was, Gle states, “For girls [they think] that it's
going to make them bulky, most of them just don’t have the testosterone [for it] to make them bulky. And that you can't weightlift in season, you just need to be smart about it. For most, you almost need to train year round.” Injuries are another big part of sports. While weight lifting can help strengthen muscles and decrease chance of injury, eating healthy is another cruical part of preventing injury. If an athlete isn’t getting the nutrients they need their muscles are more likely to break down, which results in a higher chance of injury.
Additionally, athletes should learn to eat at least 3 hours before their activity. Without enough time for the food to digest, athletes won’t be getting the full benefits of the food they have consumed, and they may feel sluggish and weighed down by the food they just ate. In terms of some ideas on what to eat before games Micheal shares that “...The day of, if we had like a later game we would usually do a sandwich. Something with a little bit of carbs and a little bit of protein. Then, usually an hour or two before, have something with simple sugars, like some gatorade or some granola” When just getting into healthy eating, it's crucial to remember that diving into the deep end is not the way to go. Ease into it, jumping right in makes it easier to quit after only a couple of weeks. Slowly begin to eat more vegetables and fruits and focus on eating enough carbs and protein, especially before and after sporting events. Getting in all the right nutrients keeps an athlete's body fit and their season running smoothly. //
A CLEAR Vision for the Cherryland Center
After years of closures, the Cherryland Center is beginning a new chapter.
By Myah McCotter / Staff Writer
Established in 1976, the Cherryland Center has been a hotspot for closings in the area starting in Fall of 2017. Kmart was the first store to officially close, with Younkers and Sears following suit the next year. A couple years later, SugarKissed and Busy Bodies Bounce Town also went out of business. Due to those stores closing in such a short period, they have left a big open space in the Cherryland Center, and up until recently, it didn’t seem like anything would ever replace these businesses. However, over the past couple of years, the shopping mall is in the middle of a transformation, starting adding with the curling center in 2023, then K1 Speed and the Traverse City Philharmonic this year, and 24/7 Golf, which is opening soon. This old mall is now being renamed as CLEAR - the Center for Lifetime Engagement, Activity, and Renewal.
In January of 2023, the Cherryland Center welcomed the Traverse City Curling Club. Up until that point, local curlers didn’t have a dedicated place to practice or compete. Executive Director Kate Sterken finds that “Curling is an incredible sport. It's accessible, so one team can have people of different ages, gender, and mobility levels all on the same team,” she explains, “which is pretty unique, because I can't
think of another sport that you can play with your grandma and uncle and all have just as much fun playing the same game.” For experienced curlers, the Curling Center hosts league nights and tournaments. For non-club members, the center offers beginner classes for adults and children of all ages. They also have group rentals, so you can curl with friends, family, or coworkers. “Due to so many people being able to play, we don't have a specific type of curler, [which causes] it to be well blended and represent[s] the community,” Sterken elaborates. The curling club is a non-profit organization, consisting entirely of volunteers, which adds to the welcoming atmosphere. Sterken finds it exciting to be working with a variety of people and she hopes others will recognize that there’s more to the curling center than just the game. “I love that the job is really fast paced, everyday is different, and I get to be around really incredible people,” she concludes.
About 3 months ago, K1 Speed officially opened in the Cherryland Center. It was founded by local cardiologist Ulysses Walls who was traveling with his family and they discovered a K1 Speed in California, and fell in love with it. The Sears building seemed like a great place for being able to race cars in the front and potentially
add something else (like a trampoline park) in the back of the building. For now, they want to focus on the racing aspect and add more activities in the future. Jess Korson, the general manager of K1 Speed, finds that “K1 speed is a wonderful company to work for, and they offer an experience that was not available in the Traverse city area,” she remarks. “I wanted a job that was different from your normal day to day.” Korson’s job at K1 Speed is to support the staff and clients from the racetrack and pits to the front desk in offering a fun and unforgettable time. “My favorite thing is that the environment is fun, fast paced, and [I’m] getting to bring racing into people's lives,” Korson reveals.
Hopefully within the month, 24/7 Golf will be ready for business. Owner Micheal Granger started the company in November of 2022 in Grand Rapids, MI. He began with only three simulators, but was unexpectedly and unbelievably busy for the first three months. After this success, Granger then decided to go up north to look at other locations, especially because Traverse City only has so many months out of the year in which people can play golf outdoors. “The longer the weather is poor, the longer the simulator business is, [which is] basically just the opposite of a golf course,” Granger points out. He ultimately chose the Cherryland Center due to the price, location, and the fact that it had no windows. “To be honest with you, I don't like windows because we use protection
televisions, so the darker, the better,” he admits. But he also saw the future growth and potential for 24/7 Golf in the Cherryland Center because of the surrounding entertainment-themed businesses and potential apartment complexes. Like the Curling Center, Granger also wants his business to have an atmosphere that appeals to all ages, but especially focus on giving lessons for youth. “I do [a program called] First Tee out of Grand Rapids. The program for First Tee in Traverse City is a little bit light, but there is a dependence for it, and once I get my places opened, and there's enough volunteers around there that want to work it, hopefully we get the kids that are deprived, that don’t have the financial ability to get into golf,” Granger dreams. “It's set up for them to get into it and enjoy and learn the game of golf and all the stuff that comes along with it.”
The Cherryland Center has been
around for a long time, and these new businesses will really help revive the mall: not for shopping, but for experience, and to create new memories for everyone. People who visit the Traverse City area will finally be able to do fun things when the weather is crappy, and they will still be able to get experiences with family and friends instead of just sitting around and being bored. Many malls are on the verge of going downhill, but not the Cherryland Center. It is changing for the better, and hopefully other malls follow suit. //
Photo: TC Curling Center
The Crossword
By Finn Kennedy / Staff Writer
Salted Caramel Apple Pie Bars
By Jordan Teesdale Staff Writer
Crust:
½ cup unsalted butter, melted
¼ cup granulated sugar
1 tsp vanilla extract
¼ tsp salt
1 cup all purpose flour
Apple filling:
2 large granny smith apples
2 tbsp all purpose flour
2 tbsp granulated sugar
2 tsp ground cinnamon
⅛ tsp ground nutmeg
Streusel:
½ cup old fashioned rolled oats
⅓ cup brown sugar
¼ cup granulated sugar
¼ cup unsalted butter, cold and cubed
Sea salt caramel sauce
1. Preheat oven to 300°F, and line the bottom of a 8 inch square baking pan with parchment paper, set this aside for later
2. Make the crust. Stir together melted butter, granulated sugar, vanilla, and salt in a medium mixing bowl. Add flour and stir till everything is combined. Add the mixture to your lined baking pan and press until even across the bottom. Bake for 15 minutes, then remove from the oven. While this bakes, its time to make everything else!
3.Make the filling. Peel and slice the apples into small, thin slices, (about ¼ inch thick) and place into a large bowl. Add in your flour, sugar, cinnamon, and nutmeg, and stir till all apples are evenly coated (feel free to add more cinnamon or nutmeg to taste
4. Make the streusel topping. Whisk together the oats, brown sugar, sugar, cinnamon, and flour together in a medium bowl. Cut in the cold butter with a pastry blender (two forks work too, or even your hands) until the mixture resembles coarse crumbs
5. Turn up your oven to 350°F. Evenly layer the apples over the crust, make sure to press them down so they fit. Sprinkle the streusel topping over the top and bake for 30-35 minutes or until the topping is golden brown
6. Remove from the oven when its done baking and cool for at least 20 minutes at room temperature before chilling in the refrigerator for at least 2 hours. Once its fully chilled, cut them into bars, the size doesn’t matter, and drizzle the salted caramel sauce over the top.
7. Enjoy!
Photos: J. Teesdale
