Vol 22, Issue 5

THE ROAR NEWS

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1801 HARVEY MITCHELL PKWY. S., COLLEGE STATION, TX 77840 | FRIDAY, MAR. 31, 2017 | VOL. 22 NO. 5 | THEROARNEWS.COM

THE PEOPLE

UNITED CAN NEVER BE DIV DED

Controversial political speaker spurs local protests yanichka ariunbold & katerina kountakis section editors

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any decent human being to protest neoNazis like Richard Spencer, especially if they’re coming down the street,” Espina said. “I don’t want the alt-right to have influence in College Station—that just doesn’t seem acceptable to me.”

Like Espina, senior Sean Kluver believes that such outspoken expressions of public outrage are necessary to foster concrete change.

“Just voting and praying that the government will change itself because you did your civic duty is kind of unrealistic, especially if the general population doesn’t agree with what you believe in,” Kluver said. “Protesting is a way to get your views heard and a way to make actual big changes.”

is

Mere miles away from Consol, throngs of protesters chant twelve words: SAY IT LOUD, SAY IT CLEAR, WE DON’T WANT THE RACISTS HERE! “For a protest to happen in College Station, it was a unique experience you don’t get to see often here. It was definitely empowering,” senior Carlos Espina said.

“You see those protests of ‘Black Lives Matter’ and ‘Occupy Wall Street’ and all those in the news, but you usually don’t see those in College Station.”

The protest against white supremacist Richard Spencer’s talk on A&M campus that Espina first joined was just one of the many recent local political events that were sparked by rising concerns over both the national government’s and the Brazos Valley’s commitment to social justice.

“I decided to go because it’s the job of

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brief | the roar

UPCOMING

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NEWS

friday, mar. 31, 2017

SkillsUSA State Contest End of 5th Six Weeks ACT Testing Student Holidays Senior Wellness Game Wars Senior Hall of Fame Banquet Consolapalooza

IN THE

Tiger UIL Academics to compete in Region tournament next weekend

PHOTO BY VI BURGESS

On March 22, Consol hosted the district UIL tournament. 32 competitors placed in the top three in 15 total events. These students, who will move on to the Magnolia Region meet on April 8, include seniors Yanichka Ariunbold, Vi Burgess, Katerina Kountakis, Alexis Kuppersmith, Riley Kuttler, Benjamin Lamb, Rachel Lamb, Haley Mitchell, Shlok Mohanty, Sujay Shankar, Sebastian Tchakerian, Kay Watson, David Wu, juniors Joy Fu, Mickey Gherardi, Hope Lascurain, Peter Liu, Delphine Leoue Ngoko Djomo, Matthew Manley, Dung Pham, Melissa Rasmussen, Julian Wang, Josh Weimer, Melissa Yang, Jennifer Zhan and sophomores Aimee Deng, Olivia Conway, Sarah Kassam, Selena Li, Avha Mohanty, Aabid Razvi and Shiva Saravanan.

BPA members qualify for Nationals at State Leadership Conference

Consol’s BPA team traveled to Dallas on March 4 to compete in various business-related contests. 5 students earned a spot representing Consol at the national conference in May. Senior David Wu advanced in C++ programming, senior Kelvin Wang advanced in information technology concepts, junior Romina Lasagna advanced in Business Law and Ethics, junior Matthew Sims advanced in payroll accounting, and sophomore Aabid Razvi advanced in extemporaneous speech.

Student Council representatives selected through schoolwide election

On March 21, the student body voted on the Student Council leaders for next year. Junior Lacey Hawthorne will be the student body president, sophomore Ellie Garrett will be the student body vice president, junior Devin Graham will be the senior class president, sophomore Ritika Annapareddy will be the junior class president, and freshman Coleman Maxwell will be the sophomore class president.

Sophomore Khyj Thomas and senior Jonathon Sylvester pose on the runway for the annual Humanitarian club fashion show. Proceeds from the event went to the Beau Means Business organization, a charity for cystic fibrosis patients in the Brazos Valley.

FFA tractor technician team takes 8th in Livestock Show State Contest

On March 19 and 20, seniors Hunter Scott and William Sullivan and junior Levi Alexander traveled to Houston to compete in the state-wide tractor technician competition. The team advanced through two rounds of the contest before placing 8th.

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Local demonstrations encourage dynamic student, community participation in politics “protests” cont. from page 1 To senior Nooran Riaz, who avidly engaged in both the event against Richard Spencer and ‘Protest for Muslim Students and College Station Members,’ a successful protest allows people to come together to support an idea bigger than themselves.

“Even if you think you’re not going to make an impact at a protest, you are going to be a part of that scene; you are adding to this giant group of people and creating a network of people you can rely on,” Riaz said. “If there are enough people, and they are together at the right times and the right way, yes, protest can bring about change.”

In response to criticism that protests only fuel idealism and pointless anger, Riaz insists that they’re crucial for social development.

“There are comments in classrooms or my parents’ friends like, ‘Oh, you are just one person,’ or ‘It is just a bunch of college kids getting angry, it’s not going to do anything’” Riaz said. “Well, you have to start for change to come, so even if I’m one person, someone has to start something, and something has to get started. One person makes two, then three, then four.”

Riaz’s involvement in the Muslim Ban protest was incredibly personal, since it “directly affected” her and the Muslim community.

“Thankfully, I’m safe in this country legally, but people who I know or people who I can sympathize with aren’t,” Riaz said.

“The fact that the community came around to do something for me and people like me—that made a big impact.”

Junior Mickey Gherardi asserts that from his experience at the Muslim Ban protest, the event was not limited to political party, religion or any other label.

“I saw Republicans and Democrats alike, and there weren’t just Muslims there, I

you’ve gotta

FIGHT for your RIGHTS

saw priests at the protest,” Gherardi said. “It wasn’t this partisan thing. It was something where everybody could get involved.”

According to junior Caroline Coopersmith, the Women’s March in Austin, Texas, was just as empowering.

“The march in Austin was about women’s issues, which I am really passionate about, especially since Trump has spoken about women in the past and continues to disrespect women now,” Coopersmith said.

“There were tons of people everywhere [at the march], I think there were over 50,000.”

Even though Coopersmith was initially intimidated by the intense energy at the march, she appreciated the camaraderie that she felt pervaded all aspects of the peaceful demonstration.

“I am a shy person, so I don’t really like to go out of my way to talk to people. But I remember from the Women’s March, my friend and another person had the same sign, so they acknowledged each other, and it was this great moment of bonding,” Coopersmith said. “There was such a diverse group of people, and just realizing that all these people at the march have so much in common with you and about what you care about and what you believe in is the best part.”

Furthermore, though political demonstrations can harbor a violent connotation for some, student participants claim that their involvement has been thoroughly positive.

“The atmosphere at the Richard Spencer rally was warm and welcoming—it was something you want people to experience when they come to America, being welcomed and this all around general feeling of acceptance and tolerance,” Gherardi said.

“I had sort of an adrenaline rush because people were getting emotional and getting involved, and I really enjoyed it.”

Despite the nonviolent nature of the lo-

cal protests, the parents of the students that participated in the protests were nonetheless uneasy about their children’s safety.

“My mother is a bit more opposed to [my brother] going because she’s scared of the things you see in the past with major protesters, like someone getting shot and protests getting violent,” junior Sofia Chunga, whose brother Carlo is an avid social activist at Texas A&M University, said. “It’s a big worry for my parents, especially for my mother, but my dad is more like, ‘Yes, you’re the one that you should be fighting for your rights, and that’s something good you’re doing.’”

Similarly, Coopersmith’s father encourages his daughter to stand up for her beliefs.

“My parents were super supportive about me going to protests,” Coopersmith said. “My dad went to the Richard Spencer one, and my parents drove me and two other people for the women’s march in Austin.

So they have been super great about it.”

However empowering the actual event is, Espina believes that the main function of protests is to serve as a “springboard to action” by encouraging people to join local political organizations that promote unity.

“Protesting isn’t going to change the laws, but if you go to protests to get people energized and then after that, register them to vote or get them involved in some other groups, it’s a gateway into more activism,” Espina said. “I usually go with organizations, like the Democratic Socialists of America, and we take our shirts, or we put our logo on the signs and start up conversations and tell people we exist.”

Riaz agrees with Espina’s philosophy—inspired by the unity of the Muslim Ban Protest, she is now intent on starting a school campaign to raise awareness for and support Syrian refugees, which will hopefully take place throughout the month of April. Five clubs have already agreed to

RICHARD SPENCER PROTEST

WOMEN’S MARCH

DECEMBER 7, 2016

JANUARY 21, 2017

An alumnus of Texas A&M invited the alt-right speaker to come to the university and was met by thousands in protest.

A worldwide protest was organized to advocate legislation and policies regarding human rights.

help.

“Obviously the Muslim Ban hurts because it was targeting people of my faith, but what hurt the most was the decision to stop the entrance of Syrian refugees, to literally tell these people who are escaping death that we don’t want them,” Riaz said.

“So I wanted to start a campaign at Consol just to let people know these are the faces of the people you are saying no to, with little events like watching a documentary. I don’t know how popular they would be, but if someone learns something that would be awesome.”

Protests can further serve as a bonding activity with friends and strangers alike, not just a stand-alone political statement.

“It’s always more fun with a friend or group, but just know that whatever may happen, the protesters there are there for you, and nothing will go wrong if you stick with them,” Gherardi. “They are here for you, and it’s a very warm and welcoming environment.”

Espina emphasizes the way protest organizers strive for the events to be inclusive and well-organized.

“You have to prepare yourself and pay attention to guidelines, so there were things like with the chants at the Women’s March, make sure they’re clean because there are children,” Espina said. “For each event, [I’d] talk to the organizers and see what they wanted.”

Each protest has its individual needs, and often times those wanting to get involved are not sure where to start or how to act. However, Riaz advises first-time protesters to give forth their full effort regardless. ”I would say to first-time protesters to not be afraid to scream as loud as you can or start a chant,” Riaz said. “I wouldn’t be afraid about maybe something happening to you. You can’t let that fear stop you.”

TRAVEL BAN PROTEST JANUARY 30, 2017

Students protested President Trump’s policy that blocked all travel to the U.S. from predominately Muslim countries.

4 | news | the roar

friday, mar. 31, 2017

College View High School provides students with alternative learning environment vi burgess editor-in-chief In order to provide students with up to 30 college credits when they graduate, College View High School opened at the beginning of the 2016-2017 school year.

“We started thinking about some of the main reasons people wanted to come to Timber [Academy], but they couldn’t come because they weren’t atrisk and Timber was an at-risk school,” Dr. Margie Martinez, the school’s principal, said. “And so it just kind of blossomed from there — how [could] we open this type of environment and give the students of College Station ISD what they need and want without holding anybody back? Let anybody come.

And that just evolved into what College View is.”

For Martinez, the largest struggle was combating the community’s perception that College View was a new building that would house the now-defunct Timber Academy. She stresses that at-risk students are not the only people who may apply to College View. “[We’re looking for] students who are serious about academics and/or are very artsy, creative,” Martinez said. “For College View, it’s the student who can be a family member, can be a team player, can behave like you would expect behaviors to be during the school day, and who is serious about their academics. They don’t have to be AP, they don’t have to be Pre-AP; [we’re interested in] the average on-level students who

want those college credits, as well.”

Currently, College View houses approximately 50 freshmen and sophomores, though they will expand to include all grade levels with a maximum population capacity around 300.

“When I was at Consolidated, I walked those halls with 2800 kids, [so] I think that I like the fact that [College View] is small enough where you really, really know your students,” Martinez said. “As an administrator, I really know my students, their families,

View functions on, which provides time for clubs, community speakers and intramurals during the school day.

“You stay in each class for about two hours every day, and it’s pretty great because you get to zone in on what you’re working on and focus on that,” Kovar said.

“For me anyway, the [50] minute classes at Consol were kind of overwhelming because you’re trying to focus on a different subject every [hour], and it’s really nice at College View, a little less stressful.”

College View is primarily focused on students who want college credits and a more collegiate experience before attending university; though it does offer some amenities such as a fully equipped art studio, it does not currently offer athletics.

“If you’re the athletic type, I would recommend you stay at Consol because College View doesn’t have like sports — we have PE but not actually sports. Don’t come to College View if you want to be a football player or something like that,” Kovar said. “But if you’re interested in art, definitely come to College View because we’re working on getting more electives, and if you want a close-knit environment, definitely go here.”

Though she left behind her friends at Consol, Kovar is nonetheless happy with her choice.

“I really like how no matter what, you always see a friendly face,” Kovar said. “So even if the majority of your close friends are gone, you still know people and see friendly faces every morning.”

“It just kind of blossomed from there — how [could] we open this type of environment and give the students of College Station ISD what they need and want without holding anybody back? Let anybody come. And that just evolved into what College View is.” college view principal margie martinez their interests and their needs, and so it is like you come to another family every day when you come to school.”

College View freshman Andella Kovar, who switched from Consol after the first six weeks, concurs.

“I just didn’t feel like [Consol] was the right place for me,” Kovar said. “You know everyone at College View, which is kind of weird and kind of fun at the same time, so you know what everyone is doing. The hallways are much less crowded, which is kind of a bonus. We also have a lot of cool opportunities like clubs during school.”

Kovar also appreciates the block schedule that College

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Student teachers learn classroom skills, responsibilities under guidance of local educators drew howerton | section editor After spending years in the classroom, the student is ready to become the teacher.

As part of teaching certification programs, student teachers observe existing teachers in order to get a feel for the classroom as well as the content.

“Before I could student teach, I had to do 120 hours of observation, so that’s like when you have a student that sits in your room for half the day once a week,” Algebra II and AP Statistics student teacher Sara Brucher said. “I did that for three semesters, and then I had to finish all my coursework, so my entire 120 hours have to be done and then I have to pass my content exam so that I can teach.”

In addition to mastering content, student teachers must gain hands-on experience in the classroom.

“There are a couple different phases; the first phase is the shadowing phase where they kinda watch what we’re doing, ask a lot of questions, see the interactions that we have,” AP Biology and Anatomy teacher Stuart Keogh said. “Then it steps into a situation where you would teach one class, they would one class, you would teach one class, so they’re following but there’s still a structure.”

After trading off teaching responsibilities, the full teaching phase is ready to begin.

“The third phase is where they’re in charge, full responsibility, where they’re supposed to teach the class as you would teach,” Keogh said. “That [phase] can go a couple different ways, and then we evaluate and give feedback and give them an opportunity to get better.”

Keogh’s student teacher Ashlyn Wagner said that these

observation phases allow her to develop her own style of teaching. “[Observing] him in class definitely helps me because he knows what kind of questions to ask, he had the same kids before so he knows where kids will mess up and where they won’t,” she said. “That’s been helpful because I can ask, ‘Why did you ask this question?’ and I try to structure mine in a way that I can teach, because every teacher has their own way of teaching.”

with a different teacher, it is important to let student teachers stand on their own.

“Even when I had an amazing student teacher, I don’t like to leave them,” Williamson said. “I know that it’s necessary in order to have good teachers in the future that I’ve got to grow teachers, so I know I have to leave, I have to let her have those experiences.”

As well as growing good teachers, teaching on their own allows student teachers to develop a better understanding of their own abilities.

“Watching her model something she has so much experience so whatever I’m weak in I’ll tell her that, and then she’ll teach it one way in that class to model it for me and the next class, I’ll try it,” Brucher said. “Then she gives me feedback right away so being able to shadow and watch such an amazing teacher has made me see what kind of teacher I want to be.”

In addition to learning how to be a better educator, Brucher said that student teaching has taught her lessons about herself.

“I think I’ve learned that I’m nicer than I thought I was, I thought I was this really mean person but I have a lot of empathy towards [students],” Brucher said. “I want to see everyone succeed and I didn’t realize that I had that in me.”

But student teaching can be a reflective process for the teachers involved as well.

“Sometimes you might not be self-assessing why you’re actually doing something and when a student teacher says ‘hey I noticed you did x y & z’ it puts in perspective what you’re doing,” Keogh said. “[Having a student teacher] helps define your role and what your objectives are even better.”

“Observing [Keogh] in class definitely helps me because he knows what kind of questions to ask, he had the same kids before so he knows where kids will mess up and where they won’t.” student teacher ashlyn wagner

However, the only way for student teachers to really learn how the classroom works is to dive right in and take over the class.

“Once the teacher understands the content and the expectations of the classroom a lot of the time, it’s better for them to kind of learn and have the safety net of you behind them to figure things out and kind of throw them out there and say ‘Hey I’ve got your back, I’m here to support you’,” Keogh said.

Algebra II and AP statistics teacher Michelle Williamson said that while it’s initially hard to leave her students

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6 | opinions | the roar

viewpoint:

...protest too much

josh weimer online editor

Protest changes views on political activism I was an active participant in the Richard Spencer protest that happened at Texas A&M University last December. And honestly, in the moment, I felt validated. I was protesting! Getting involved in politics!

Standing up for what I believe in! I was fighting to defeat Richard Spencer and his movement! And in the moment, in the excitement of protest, I lost sight of what the repercussions of my actions could be. One of Spencer’s primary talking points was that “the left” or “liberals” wished to censor his views, and that they wished to rid him of his right to free speech through what he calls “deplatforming”, or limiting someone’s platform to broadcast their opinion. In resisting and suppressing his movement, we were only making his rhetoric a reality, and we were the reason he was getting national attention. Figures like Spencer and extreme right-wing commentator Milo Yiannopoulos don’t thrive because of what their movement is, or because their views are winning the hearts of the masses. They thrive because we feed them. They thrive because the media gives them the exposure they desire. They thrive because of our outrage.

A situation similar to A&M’s Spencer protest (but on a much larger scale) occurred at UC Berkeley in January. While attempting to give a speech on campus, students and locals violently protested against Yiannopoulos. Windows were smashed, both protesters and supporters were injured and trash fires were started in large public spaces. While this was intended to bring about political change, it achieved the exact opposite effect. It simply gave Yiannopoulos’ followers more reason to listen to him, more reason to believe in their “suppression” by the left, and more reason to hate those on the opposite side of the political spectrum. In fact, the protest was even more counterproductive than it appears.Yiannopoulos only planned on addressing a few hundred students at this event, but due to the massive violent retaliation, he ended up on national news, spreading his message to millions.

Unfortunately, the same holds true for President Trump. Every time a protester

disrupts his rallies or events, Trump’s claim that “paid protestors are trying to shut us down” sounds more and more valid to his supporters. Every time the media criticizes him, through television or writing, his supporters can blow it off as “fake news” because that’s the narrative Trump uses to avoid all criticism.

Since this protest, I’ve pretty much developed the following viewpoint: that if I happen to disagree with someone’s ideology, regardless of whether other morally sound people will too, the best thing to do is just let them talk, to be non-violent, and to challenge their views through debate and discussion. If they really and truly are as radical and wrong as you believe, not only should you be able to show them why they are mistaken but others should follow. In the case of both Spencer and Yiannopoulos, once they stopped facing violent obstruction and instead encountered valid criticism, they virtually crumpled in the eyes of the media. Without being able to paint himself as a victim, Spencer’s victim narrative folded, and trying to portray the situation as so only made him look ridiculous. And as for Yiannopoulos, once he got the chance to talk long enough, he ended up talking himself out of his career due to pedophelia remarks.

There are a lot of ways to make a change in politics, but outrage directed at figures who aren’t even in position to make policy changes isn’t one of them. Vote in local elections. Write to and call your senators and representatives. Campaign for candidates you support. Run for office. Attend political conventions. Register people to vote. YOU can make a difference, as long as you aren’t feeding your opponents through blind obstruction.

Josh is the online editor at The Roar.

Want to talk about protesting and politics?

Contact him at the.roar.weimer@gmail.com.

friday, mar. 31, 2017

Religious lifestyle sparks self identification

I’ve been Catholic my whole life. My just to run away from my own faith. I great grandparents were Catholic, my didn’t realize how much I was hurting grandparents are Catholic and my par- myself spiritually until I saw it hurting ents are Catholic. So that means I’ve al- my family. I was so worried about putting ways been an unquestioning Catholic and up a mental block and distancing myself followed the Church’s teachings with no from Catholicism that I didn’t realize I doubt, right? Wrong. was also distancing myself from them.

When I was younger, I didn’t really After realizing that, I decided to make a remember being skeptical of my faith change. because I didn’t really know I had one. I I started paying attention and sayjust remember going to church, Sunday ing prayers again in mass. It wasn’t a huge School, celebrating Christmas, Easter change, but it was the first of many baby and Lent. I never really understood why steps back to my faith. Over the course of they were so important to the Church. I a few months, I changed completely into didn’t know why we had to go to mass on a practicing Catholic. I started participatChristmas even if it wasn’t on a Sunday, ing in family conversations about church, or why Ash Wednesday meant Church on asking questions when I didn’t undera school night, but it didn’t seem weird to stand things and sometimes I even found me. myself talking religion with my friends at E v school. I realerything ized that I had changed done a complete in middle 180 back to my school. I nofaith. My family ticed that never really said none of my anything about friends were it, but I could Catholic. tell they were They didn’t noticing too. really know O v e r staff reporter what conthe past four becca keefer fession was, years, I’ve gone or what the through one s a c r ame nt s of the hardest were, or why I didn’t eat meat on Fri- times of my life. Growing up Catholic is days during Lent. I would bring them tough when modern society has so many to mass with my family, and they would things to say that go against the teachings seem almost scared of the structure and of the Church, but I’m proud to say that ritualistic feel of the service. To add to my I’ve survived it so far. My views don’t aldoubts, growing up and being exposed to ways line up with those of the Church, but new views on issues in the news confused I’ve realized that I don’t always have to be me even more. It was then that I started to on the exact same page as the Pope to be question my faith. Maybe it was as scary a Catholic. I realize that struggling with as it seemed to my friends. faith isn’t the hardest thing I’ll ever have I started making excuses not to go to to go through, but it has taught me that in youth because it was boring and I didn’t order to be happy and live la buena vida, enjoy it, I didn’t pay attention in Church, I’ve got to tackle my problems head on inand any conversation about anything stead of running away from them.

Church related made me quiet and uninBecca is a staff reporter at The Roar. terested. I got to the point where I strayed so far away from the Church that I started Want to discuss finding your faith? Contact going to other churches and youth groups her at the.roar.keefer@gmail.com.

“My views don’t always line up with those of the Church, but I’ve realized that I don’t always have to be on the exact same page as the Pope to be a Catholic.”

becca keefer staff reporter

viewpoint:

religious revelations

the roar | opinions | 7

friday, mar. 31, 2017

Pursuing new passions later in childhood requires confidence, persistence sam de figueiredo staff reporter

As I sat with my back against a wall, a beautiful advanced Beethoven sonata flowed through the hallway. After a couple of minutes, the piece ended. The door opened, revealing a piano with an eight year old on the bench.

I realized that this child was already able to perform a piece that I may never be able to master. This realization caused me to reflect on my journey of challenging myself with the piano approximately six years later than the rest of my peers. Through my decision

to pursue piano based solely on my sheer passion for it, I have encountered three advantages and three disadvantages.

The first disadvantage: An eight-year old can kick your butt.

The second disadvantage: An eight-year-old can kick your butt.

Lastly, some skills cannot be fully learned at later ages. For example, a non-native Chinese speaker cannot gain fluency in that language on a whim. In fact, after the age of thirteen, a child’s language speaking and comprehension skills decline. This situation can discourage sixteen-year-olds like myself from trying something new. It’s hard to pursue new skills when you know that mastery will never be achieved despite continual effort.

However, overcoming the intimidation of starting something late is worth the initial struggle.

Starting something late teaches the value of perseverance. Success requires extra practicing to reach the same level as someone who rarely practices. Remaining at a lower level than everyone else can be discouraging, but if you push through, the small progress that comes can be enormously satisfying.

You also gain the ability to pursue something you are actually passionate about. After being a small child and having your parents choose which extracurriculars you want to take part in, it is liberating to make your own decisions about what you want to spend your time with. I have also found that it is easier to push through challenges when you are genuinely excited about advancing.

The experience of discovering a new hobby humbles you. It’s hard to have a big head when your peers are either five years younger than you or light years ahead of you. When you are constantly surrounded by more advanced students, it causes you to stop focusing on yourself and appreciate everyone else’s talent.

Despite the troubles of starting something new, I have learned countless valuable lessons through my journey playing piano. Though I know there will always be someone younger and more experienced than me, the satisfaction of expressing myself through music makes it all worth it.

Sam is a staff reporter at The Roar. Want to discuss any new hobbies? You can contact her at the.roar.defigueiredo@gmail.com.

BETTER LATE THAN NEVER

8 | viewpoints | the roar

friday, mar. 31, 2017

THE FAKE NEWS EPIDEMIC ARTWORK BY JUNE JEONG

In the world of politics, there is an ongoing epidemic of “fake news,” a term referring to news sources’ misinformation and hoaxing. The flood of malicious news content and false propaganda spread rapidly on social media over the past year — it is evident that these false articles hold immense, destructive power.

“Fake news affects people negatively. I see a lot of [hoax articles] about people being dead when they aren’t even dead. There are people who are passionate about that person and the fake articles can really hurt them.” freshman zariana jones “It’s a problem, for our generation especially, because we’re easily swayed and don’t really read into something before we say [or share] it. We are really quick to jump to things that are untrue, especially if it stands out or seems big.” senior kaitlyn gilmore

The Roar 2016-2017 Staff Editor-in-Chief Managing Editor Executive Editor Senior Editor Online Editor Opinions Editor Section Editors

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Vi Burgess Haley Mitchell Rachel Lamb Jennifer Zhan Josh Weimer June Jeong Yanichka Ariunbold Maya Girimaji Drew Howerton Katerina Kountakis Emily Caldwell Sueji Han Olivia Conway Sam de Figueiredo Becca Keefer Michael Williams Chauncey Lindner

The Roar Editorial Board Vi Burgess • Haley Mitchell • June Jeong

The Roar is produced by the Advanced Journalism class at A&M Consolidated High School, 1801 Harvey Mitchell Parkway S., College Station, Texas, 77840. The opinions expressed are those of the writers and are not reflective of the administrators, faculty or staff of the College Station Independent School District.

Submissions to the editors are welcomed but must be signed and should not exceed 300 words. The editor reserves the right to edit submissions in the interest of clarity and length or to not print a letter at all. Letters containing obscene or libelous material will not be considered. The Editorial Board consists of the editor-in-chief, managing editor and opinions editor.

The Roar is a member of the Interscholastic League Press Conference (ILPC), the National Scholastic Press Association (NSPA) and the Columbia Scholastic Press Association (CSPA). The Roar is a winner of the CSPA Gold Crown, the 1997, 1998, 2000-2016 ILPC Award of Distinguished Merit, the CSPA Gold Medal Award, the NSPA All-American distinction and 2005, 2014,2016 ILPC Bronze Star and 2007-2013 and 2015 Silver Star.

College Station Independent School District does not discriminate on the basis of race, religion, color, national origin, sex or handicap in providing education services. Monica Jones, Director of Human Resources, 1812 Welsh, College Station, Texas 77840 (979-764-5412) has been designated to coordinate compliance with the nondiscrimination requirements of Title IX. Molley Perry, Executive Director of Special Services, 1812 Welsh, Suite 120, College Station, Texas 77840 (979-764-5433) has been designated to coordinate compliance with the nondiscrimination requirements of Section 504 of the Rehabilitation Act.

the roar’s consensus On March 6th, after months of outrage and complaints during the presidential elections, Facebook finally began cracking down on false news spreading throughout its network, marking these reports with labels that read ‘disputed’ to warn readers.

As an increasing number of Americans seem to gravitate towards propaganda-promoting, conspiracy-based sources such as Breitbart or InfoWars, social media users and young people should be cautious of the possibly questionable nature of these articles, and fact-check before sharing them.

Unfortunately, even if Facebook accurately labels every false news post, simply saying that it is “disputed,” rather than blatantly incorrect, does not affect the viewpoint of those who already refuse to believe generally credible, mainstream news sites.

These false news articles can cause irreparable harm, holding the power to destroy reputations and lead to very real consequences— the infamous “pizzagate” conspiracy theory that convinced a number of Americans that there were child slaves in a restaurant ended with a man named Edgar Welch firing a real gun inside a real Washington, D.C. pizzeria. More recently, Trump accused former-president Obama of wiretapping him, a serious claim that lacks substantiated evidence and caused immense controversy.

In this digital age, it is increasingly important to tell fact from fiction. A recent study conducted by Pew Research Center found that 62% of U.S. adults get their news on social media and 18% do so regularly. Though social media has been a new, popular platform among younger adults, gathering political information through social media and alternative news sources comes at a cost: it brings an increased risk of digesting information that is simply untrue. Social media makes it much easier to spread false news in a short span of time, manipulating Americans’ willingness to believe articles that confirm their biases.

Social media users, especially teenagers, should be wary of the news they find through alternative sources because they may contain falsehoods. Though social media is an interesting outlet for people’s political expressions, information, and conversation, the implications of this platform may be inherently harmful for democracy—particularly for America’s youth.

the roar | snapshots | 9

friday, mar. 31, 2017

AP Studio Art students reflect on course june jeong I opinions editor

Junior Rita Santoso and her AP Studio Art classmates are the only students who want to be framed.

“Art has always been something that I’ve been doing,” Santoso said. “Basically, I just like being around people who are in AP Studio Art because we’re all very excited about art to be in an AP art class.”

Like other AP courses, Studio Art centers around and builds up to an endof-the-year exam; students must create twenty-four pieces and submit it as their portfolio.

“They judge you based on three sections. You submit twelve pieces to breadth, which is how many mediums and how many subjects and styles you can do,” Santoso said. “Then there’s concentration, where all the pieces have to have a theme. There’s a third section called quality, and you have to submit five of your best pieces, and they’ll judge the quality and the skill of your artwork.”

Unlike other classes, Studio Art involves substantially more interaction between fellow classmates and less direction from the teacher. “[My classmates and I] definitely give each other ideas for what we could do and what mediums we can add to make it more interesting,” Santoso said.

Santoso and senior Sara Burchfield believe that experimentation with different styles and mediums has expanded their artistic ability and led to noticeable enhancement.

“I wouldn’t say that I’m natural-

ly good at art, and I’ve learned that you have to practice to be good at it,” Burchfield said. “[Studio Art] taught me that you can’t just pick up a pen and expect to do [well]. You need to work with it and not get frustrated on the first try. At first I was like, ‘I’m not as good as the other kids in this class, why should I even try?’

But now I know that they’re good because they practice, and I know I need to do that too.”

Senior Rachel Bernardo agrees with this sentiment, feeling that Studio Art has allowed her sense of creativity and dedication to blossom.

“Ever since this year, I’ve started to draw inspiration from around me,” Bernardo said. “Like whenever I’m just walking through the halls, sometimes I’ll just think of an idea out of the blue, like, ‘Oh, that’s a good idea, maybe I should do something like this,’ and it makes me see things that I guess I didn’t before.”

Bernardo and her classmates emphasize the importance of perseverance as well as willingness to learn, even with their level of knowledge as AP Art students.

“My sophomore year, I sucked. I was so bad, and looking back now, I never thought I would get to a point where I would actually like what I’m making,” Bernardo said. “It’s been three years, and I still have a lot of things to improve on, like I’m really bad with proportions. But I just keep practicing and don’t give up.”

Rachel Bernardo, mixed medium, “Fill Me Up”

ART ATTACK

Rita Santoso, oil and acrylic on canvas, “unfinished”

Rita Santoso, oil on wood, “Master Copy of John Singer Sargent”

10 | feature | the roar

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Consol programs attempt to mitigate financial limitations on classes, extracurricular activities rachel lamb & jennifer zhan executive editor & senior editor A free public education often costs more than expected.

Money is required to buy school supplies, projects frequently require outside purchases, and clubs and social functions often come with entry fees. In a recent survey, nearly 23% of Consol students said that financial restraints have prevented them from participating in a class, club, or other school-related activity.

“It’s a reality that not everybody has access to the same things, not everybody can afford the same things,” credit recovery teacher Jody Gougler said. “I know it’s different when you go to college. You’ll pay a computer use fee and pay by the page when you print a certain amount. But in public education here, I think a school needs to make sure that those kinds of technologies are available for everyone.”

The Learning Lab, where Gougler can be found every day from 7:15 to 4:30, is one of several ways in which the school tries to help students who may not have the same resources that others do. The open access computer lab on campus provides students with free access to the internet and a printer. Over the years, the lab has also evolved into one of the school’s central dispensaries for free supplies.

“If they have extra things, a lot of teachers will bring them to us because they know the word gets out to kids to come here,” Gougler said. “We probably have 200 binders in here that teachers have given us. We’re real big on reusing things. Kids will use half of a spiral- we’ll rip out the pages they used, keep the rest, and give that out.”

The Learning Lab is able to give away items on a daily basis, thanks to a combination of donations from the community through initiatives like Stuff the Bus, donations from staff and the budget allotted for the program.

“We try to be here when the students are here,” fellow credit recovery teacher Elizabeth Cunha said. “With the demographic that we serve, we’ve found that our students have jobs and they’ve got to work, not so they can buy fancy shoes or save up for their future, but so they can eat today. And a lot of them might not have transportation to get here [outside of school hours]. So [those issues] can be skirted because they’re here anyway [during the school day], so they can come in here and use those resources.”

Saturday School, run by Librarian Denise Gary, also works to give students access to supplies to fulfill academic and other needs.

“We do it once a month on the weekend,” Gary said.

“We wanted to have a time where kids could come into the library and work on things that they were interested in, not just to do their homework and stuff, but also to do things like projects that maybe they couldn’t do at home because they did not have the resources.”

Principal Gwen Elder and other teachers help spread the word to parents and students ahead of large assignments for school, but students are also free to use the materials for non-academic projects.

“When it was around Homecoming, once [the students] finished their homework and then made posters to ask people out and stuff like that,” Gary said.

Indeed, the costs for a typical student extend beyond just the classroom. Participation in extracurricular activities like dances or clubs often also involves fee “[Cheerleading] can be up to $1000 a year. It is quite expensive at this school,” math teacher and head cheerleading coach Allison Cope said. “We have a mandatory meeting before tryouts to let [parents and students] get an idea of what cheer costs. I have had people come up and say, ‘We can’t afford this.’”

Cope said that she doesn’t want money to be a reason people don’t try out, so if these concerns are expressed, she works with the families to set up a payment plan.

“The cool thing about Consol is if there’s a need, and you bring it to a group’s attention, they are eager to help take care of that need,” Gougler said. “We have a pretty good network between the counselors, the principals and teachers. I think there are a lot of resources on this campus that help make that happen for students.”

However, it can sometimes be challenging to reach out to students who are not aware of the school’s available programs, and some may be embarrassed about asking.

“We used to have a sign-up that said that we had free supplies, but people are still afraid it’s going to cost them money so they still hesitate to ask,” Gary said. “I want [students] to understand that everyone here on campus wants them to be able to have what they need.

Even if we can’t pay for it for them, if they ask, we can try to figure out how to make it happen.”

Many teachers, like physics teacher Michelle Jedlicka, have adjusted some of their projects as a preventative measure. Asking students not to spend more than $10, Jedlicka used to assign a project where students built catapults that shoot tennis balls 10 meters.

“I think small reasonable amounts [of money] are fine in the classroom, as long as they’re not prohibitive.

And the students could have done it by using scraps, but what was happening was a lot of them were going out and buying wood and other things, so it ended up being unnecessarily expensive,” Jedlicka said. “I didn’t want other students to feel pressured to spend that money, so that was part of why I scaled it down to shooting ping pong balls 15 feet.”

Jedlicka said the experience made her become more forceful in setting price limits. Gougler said over the years, she has noticed many teachers becoming more aware of the costs of their classes.

“Now when they do an assignment, they’re asking themselves, ‘Am I limiting a kid by doing this? Is there a kid that I know won’t be able to complete this because

of access issues, whether it’s to supplies, computers or internet?’” Gougler said.

And when necessities are lacking, many teachers step in with their own money.

“I try to go to Wal-Mart or Target every year when they have all the school specials and just stock up on whatever I can, because sometimes it is asking a lot, when every single teacher asks for something different,” Cope said. “If I can provide that for my students, and make it easier for them, then I’ll do that.”

History teacher April Wilson spends money in order to have the materials ‘to do what I need to do,’ which includes providing supplies for students as well as supplementing her class with videos and projects.

“We are not a rich people. [Teachers] don’t make as much as most people, but we are asked to give all the time,” Wilson said. “For me, it’s a choice that I make so the kids can have access.”

Jedlicka said that teaching is the only profession where people are asked to cover these kinds of costs.

“You would never tell a doctor, ‘Oh, if you want to perform surgery, you need to buy your own scalpels and your own equipment.’ That’s just unreasonable. But it has become commonplace to ask teachers to do exactly that,” Jedlicka said. “I don’t [think it’s fair]. But I think that most teachers are in this because in some way, shape, or form, we have a good heart and want kids to be successful. That’s why if we see whatever the school does provide us as not meeting the needs of our kids, we go out and buy that stuff.”

Cope said that unfortunately, not much can be done to change the school budget.

“We’re kind of mandated by the state on what we can and can’t spend when they lower costs and don’t cover as much per student,” Cope said. “That’s kind of why we emphasize attendance. We want kids in school because that’s how we get extra money for these programs.”

Gougler also wishes that in the future, Consol and other public schools will have access to the funds they need. For now, though, she thinks Consol works hard to reach out to students who are less advantaged than others.

“We do an awesome job here because we have a really caring staff. They’re willing to go the extra mile to help kids. I’ve seen it over and over and over here on this campus, because we are a family here, we really are the Tiger Family,” Gougler said. “I think that helps so much to make sure that kids have access to what they need.”

Although it may not always be easy to try to even the playing field for all students, Gougler said the end result is worth the effort.

“For me, it’s just going to graduation and getting to hug all these kids that were regulars during success time or lunch or were students that we had in class,” Gougler said. “I like being able to help make their school experience holistically better. [Some of them] might not have been sure they were going to walk across the stage, but we were a small part of getting them there.”

AT WHAT COST?

31, 2017

the roar | feature | 11

PUBLIC SCHOOL MAY BE OPEN TO EVERYONE, BUT IS IT FREE? YES

NO

51%

49%

ARE YOU INVOLVED IN SCHOOL ACTIVITIES THAT REQUIRE YOU TO PAY DUES?

HAS MONEY EVER STOPPED YOU TAKING PART IN A CLUB OR CLASS?

NO 77% YES 23%

[SAMPLE SIZE: 372 STUDENTS] DO YOU THINK CONSOL SHOULD BE RESPONSIBLE FOR PROVIDING SCHOOL SUPPLIES?

YES 84% NO 16%

DO YOU THINK TEACHERS SHOULD BE RESPONSIBLE FOR PROVIDING SCHOOL SUPPLIES?

YES 42%

NO 58%

[SAMPLE SIZE: 372 STUDENTS]

WHAT’S THE MOST YOU’VE EVER SPENT ON A SCHOOL PROJECT? [SAMPLE SIZE: 312 STUDENTS] YES

$61 - $90

$31 - $60 25%

4%

88%

$91 - $120

$0 - $30

3%

$121 +

65%

3%

NO 12%

DO YOU HAVE INTERNET ACCESS AT HOME? [SAMPLE SIZE: 121 STUDENTS]

SURVEY CONDUCTED BY THE ROAR, MARCH 2017

12 | feature | the roar

w o r g o ROOM t

friday, mar. 31, 2017

PHOTO OF BRYNNE ADAMSON BY SAM DE FIGUEIREDO

Interior Design class incites interest in home decoration, newfound career pathways sam de figueiredo | staff reporter There’s always room for improvement in Consol’s Interior Design class.

“Interior Design is a class on building and arranging houses and making floor plans,” sophomore Nadia Lopez said. “We don’t study interior designers; we study elements of interior design like color schemes.”

To create their projects effectively, students in their first year of Interior Design have access to online technology and sketch pads.

“We’re going to use software and create our own virtual home,” Lopez said. “Right now we’re doing a basic sketch of the top and elevation views.”

Though students in Interior Design II explore similar concepts of design in their course, they individually construct more sophisticated and complex models.

“We wrote a six-page research paper last semester,” senior Brynne Adamson said. “Now we are applying it to our online program.”

The demanding and time-consuming nature of these projects can be difficult, but most Interior Design students find that the effort is worth it.

“You have to count each little square which takes a

while, but that’s my favorite part,” Lopez said.

Additionally, while the class assigns many difficult projects, the students still have fun on field trips.

“We went to Houston for a field trip and had a project

“I found out that I wanted to do architecture as a major in college.

This class introduced me to something I could potentially put into a career.” senior brynne adamson

that went along with it,” junior Sydney Green said. “We had to pick out elements of design that we saw at IKEA and Kuhl-Linscomb.”

These field trips are useful tools to teach the students skills necessary to fully understand both the course and interior design.

“We had to match things in furniture stores and take a picture,” Lopez said. “Then we described what color it was and why it was chromatic or [monochromatic].”

The students must take a substantial amount of notes to ensure their success in choosing and arranging furniture.

“You learn how to remodel a house without making it look too cluttered,” Lopez said.

For others, such as Adamson, the class has provided an opportunity to discover their passion.

“I found out that I wanted to do architecture as a major in college,” Adamson said. “This class [introduced me] to something I could potentially put into a career.”

Likewise, Green has recognized that this class could potentially turn her hobby into a career path.

“I’ve always loved watching HGTV,” Green said. “I loved seeing homes being redecorated and I really wanted to learn more about interior design to see if I could pursue it.”

By taking the interior design class, Green has discovered that interior designing involves significantly more than matching and arranging furniture.

“It’s not just designing homes in general,” Green said.

“It’s designing a home that fits the specific needs of the individuals living in it.”

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friday, mar. 31, 2017

THE BEST MEDICINE Uplifting former teacher guides students with constant laughter, commitment to work emily caldwell | staff reporter After taking a spontaneous trip to New York City, semi-retired teacher Mary Howell and her friends decided there was only one thing left to do: climb up the enormous piles of snow in Times Square and bombard passersby with snowballs.

“People took pictures of us because when the snow plows came along, they would mound up the snow, so it’d be like 30 feet high,” Howell said. “And we climbed it, and pelted people with snowballs. But we’re old ladies, so they’re all going, “Ahahaha!””

Howell, Consol’s “Resident Grandma for New Students” is renowned for her ability to make people laugh. It’s her specialty.

“I try not to actually lie about a story when I’m telling it, but I might dress it up a little bit,” Howell said. “ I tell stories because I want people to laugh.”

Biology teacher Michelle Cochrane believes it’s one of Howell’s best qualities.

“Mrs. Howell’s really funny. She can find the goodness in everything,” Cochrane said. “I learned to laugh from her.”

However, her wild sense of humor does not limit her ability to teach. In fact, quite the opposite.

“A lot of times, I’ll go to her with a problem, and she’ll completely turn it around and make it good,” Cochrane said. “She makes everyone laugh. She can lighten any mood of any situation.”

For Howell, teaching was originally a backup job.

“I actually was going to work in medicine and find a cure for cancer. That’s what I was going to do as I came out of high school,” Howell said. “And then life happened, you know.”

Needless to say, now Howell can’t imagine herself doing anything else. After she retired for the second time in 2013, she thought she was done teaching. A year and a half later, she came to Consol to take the place of an English teacher, solely as a favor to Mrs. Elder. She soon remembered how much she loved it.

“When I left the middle school in 2013, I left because

she doesn’t have to teach high school kids, obviously,” Hart said. “She retired once, and she was such a good teacher that they recruited her to come back and she agreed to do it.”

As one of her former students, Hart remembers a particular instance where Howell went above and beyond her job description.

“I know especially in 7th grade, I was going through some hard times with my family, and she never hesitated to let me know how loved I was,” Hart said. “And she was my teacher. If there’s one thing I’d take away from my experiences with her is that everything’s gonna be okay, to go into your days with a smile on your face knowing that.”

Cochrane looks to Howell as a role model, both as a teacher and as a friend.

“She makes you want to be not only better in science, but just a better person all around,” Cochrane said. “She wants you to be able to stand on your own two feet and have the knowledge and background to be able to support yourself, that way if people try to tell you that what you believe is wrong, then you are able to justify your answers.”

Howell has had many different experiences and has many stories to tell. None of those, she says, trumps teaching.

“It’s awesome. It’s the reason I keep doing it,” Howell said. “Teaching is the adventure.”

“Mrs. Howell’s really funny. She can find the goodness in everything. I learned to laugh from her.” biology teacher michelle cochrane

what had begun as a part-time job had become a very difficult full-time job,” Howell said. “I didn’t come back to school until I was up here in the Spring of 2014. And I went, ‘Oh, wow, I’d forgotten how much I love high school kids.’”

That passion, senior Josh Hart says, is the reason Howell is not only an inspiring teacher, but also an inspiring person.

“Her passion is what I find most admirable because

PHOTO BY: EMILY CALDWELL

knowing nursing

14 | feature | the roar

friday, mar. 31, 2016

Nursing students gain from experience assisting at nursing homes, shadow professionals in hospitals maya girimaji | section editor Basic Medical Practice is anything but basic.

In the fall semester, students complete their clinical hours at Lampstand Nursing and Rehabilitation and their classroom hours at Consol before taking the Certified Nursing Assistant test. In the spring semester, with their CNA certifications, students observe at College Station Medical Center and Scott & White.

“I heard a lot of good and interesting things about [the basic medical class],” junior Jonathan Hamilton said. “I was also eager to find out more about what the healthcare field has to offer and maybe find out more about a career I would like to purse in the future.”

Students in the basic medical class get the opportunity to apply the skills they gained in the prerequisite classes. At the nursing home, they aid the residents through their daily activities, such as feeding them, changing their bed sheets, help-

ing them shower or getting them a glass of that you’re helping them.” water.

Apart from improving their skills and “We were assigned a hallway each building strong relationships, working at week so we got to meet everyone in the the nursing home has increased the connursing home,” senior Jenna Gray said. fidence in their abilities. At the beginning “They have so many different stories and so of the year, most of the students were lost much wisdom. , according to They’ve all junior Mehr “Even though some of them are not fully been through Khan. cognizant of everything that’s going on they still so much.”

“It’s not The nursjust dirty stuff appreciate that you’re helping them.” ing students or doing hard junior find it hard to work all the leave at the end time. It’s not jonathan hamilton of the semester. just labor,” Even though it Khan said. “You was difficult to build a serious relationship have to look at it in the way that you’re gowith the residents, the people still made it ing to learn a lot of stuff from it like social worth it in the end. skills and communication.”

“We developed relationships with the After becoming CNAs, students shadresidents there. [You] know that the work ow different rotations at the hospital each you did has an impact on each and every week. From materials management to the one of them,” Hamilton said. “Even though operating room, students get a lot of differsome of them are not fully cognizant of ev- ent perspectives of different job titles in a erything that’s going on they still appreciate single hospital.

BACK TO

BASICS What do Basic Medical Practice students learn before entering the field?

“The hospital is less hands on. We don’t get to do as much because it’s out of our scope of practice,” junior Amado Alaniz said. “We observe and ask questions about certain procedures we see or about things that are related to their occupation.”

The students’ experiences at the hospitals during the year serves a purpose of exposing the basic medical students to all of their choices and helping them determine the path they want to go down in the future. The basic medical class puts them on the road for nursing, physician assistant or medical schools.

“I didn’t really know what direction I wanted to go in yet. For some time I thought I wanted to work with children, but then when I went to the nursery at the hospital, I would get really sad when the babies would get sick,” Gray said. “But then when I went into the operating room I got really excited about it. [This experience] gives you a background of where you want to go and study in the future.”

Sutures

IVs CPR

Head-to-toe assessments

the roar | feature | 15

friday, mar. 31, 2017

Tooting

His own horn All-State trumpeter pursues musical passion, peer leadership within band section becca keefer & olivia conway staff reporters For junior Tex Bonasera, music is required for life in harmony.

Bonasera has been involved with music since he was four years old, but he didn’t discover his talent for playing trumpet until he joined band in sixth grade.

“I was convinced to join band because one of my good friends was joining and that was pretty much all that I needed,” Bonasera said.

Even though Bonasera joined band for overwhelmingly social reasons, his talent was quickly noticed by his band director Pieter duPlooy.

“I remember when he was in middle school band, he was always [at] the top of his section [and playing trumpet] was a thing he was really good at,” duPlooy said.

Bonasera has been dedicated to trumpet since middle school and has since earned several notable honors, including making All-State band two years in a row and qualifying for the TMEA State Solo and Ensemble competition this year in Austin.

“I met many players and many good friends [at the State competition] that I still talk to today [who] share

the same passion as me and it’s really cool to meet people like that,” Bonasera said.

Through band, Bonasera has made many close friendships with others in the trumpet section.

“We ended up becoming friends as the year went on,” senior Sebastian Tchakerian said. “We played together on a song called Greek Folk Songs and I remember playing with him and we kind of bonded over that.”

Apart from being an exemplary musician, Bonasera also sets a good example for others around him. “[Bonasera] serves as one of those people where you’re just like, this is our model band student,” duPlooy said. “This would be somebody that I would want to put out in front and say, we’ve got a hundred and sixty of these folks in band.”

Bonasera’s maturity and dedication to music prompted him to successfully try out for leadership at the end of his freshman year.

“I saw the opening and I felt that maybe I could do something to help the section,” Bonasera said.

His appointment to the leadership team is especially impressive considering underclassmen are rarely chosen to lead their sections.

“He sets that kind of standard of this is what we want to have as our leadership,” duPlooy said. “He just

automatically made himself stand out above everybody else.”

In addition to his music and leadership responsibilities, Bonasera is also focused on academics and takes a rigorous class schedule.

“Sometimes I have to sacrifice practicing for doing schoolwork because I always prefer to do my homework first,” Bonasera said.

Although Bonasera occasionally feels overwhelmed by his packed schedule of music and school work, he says that band is a reprieve from the other aspects of his life. “[Tex is] in all high academic classes, I always see him studying,” duPlooy said. “Every minute he’s not doing band stuff, he’s studying or trying to get homework done. I think he treats band as kind of his escape from all that, which is always good.”

Through dedication and self-discipline, Bonasera manages to balance all aspects of his life and overcome any challenges that arise.

“He’s very smart, he’s very intellectual, he’s very talented, he’s just always challenging himself,” duPlooy said.

Bonasera’s diligence and love for music has molded him into the person and musician he is today.

“He’s deserved everything, all the success he’s got,” Tchakerian said.

16 | sports | the roar

friday, mar. 31, 2017

Freshmen tennis players work hard to improve performance, propel team forward sueji han | assistant editor As freshmen, Eric Gan, Ethan Pham, Joey Tindall and Luke Hudson have made quite a racket on Consol’s varsity tennis team.

“Gan, Pham, and Tindall are strong players, [who] gives the team more depth and stability,” coach Daniel Marshall said. “Luke is also very strong and has been in the top five in his age division so he’s in the elite status.”

The boys each started to play tennis around the age of nine; tennis coach Daniel Marshall first saw them play six years ago at United States Tennis Association (USTA) tournaments. Now in high school, the freshman boys try to play in multiple types of matches.

“In the fall, I played both [singles and doubles] ,” Tindall said. “In the spring I’m playing mixed doubles with my sister [junior Hannah Tindall].”

Like Tindall, Pham also wants to expand his experience and play in different areas during his time at Consol.

“I play all types of areas,” Pham said. “ But right now I’m playing doubles because I wanted more experience.”

Because many of the athletes play tennis throughout

the year without an off season, hard work is a constant feature.

“You don’t rely on anyone else and it’s about you, no excuses to blame,” Hudson said. “If you lose, it’s your

“The positive attitude, the willingness to compete, and wanting to get better, I think a lot of these guys know what it takes.” tennis coach daniel marshall

fault and cant blame it on anyone else.”

Marshall sees Hudson’s work ethic first hand.

“My first year here, every morning, I would see Luke hitting out with his dad with a ball machine; when he was in 6th grade at 7:15 in the morning before school

all year long,” Marshall said. “[He] puts in lots of work, money and dedication.”

With many other activities going on, Gan sees tennis as a beneficial part of his life.

“I participate mostly in academic activities,” Gan said.“Tennis is a sport which helps me get my physical activity.”

Tindall has seen the qualities that are required to be a successful tennis player.

“You need a good work ethic; it’s hard sometimes and you get in slumps when you don’t do as well,” Tindall said. “You have to keep at it, work hard and practice a lot.”

Marshall is excited to see the boys continue to play the best they can and hopefully carry the team forward.

“The positive attitude, the willingness to compete, and wanting to get better, I think a lot of these guys know what it takes,” Marshall said. “I try my best to tell and push them because we have lots of potential to be good, and after next year these boys will become the heart of the team because they are a strong group.”

MAKING A RACKET LUKE HUDSON

ETHAN PHAM ERIC GAN

JOEY TINDALL PHOTOS BY SUEJI HAN

the roar | sports | 17

friday, mar. 31, 2017

return of the MACK Sophomore softball captain discusses leadership, commitment to sport haley mitchell I managing editor Even after hours of practice and trips to Houston with her Power softball team, sophomore Mackenzie Mitchell can still be found in her driveway, practicing her swings with her father.

“He knows just how to push me and he helps me get out of every slump I’ve been in,” Mitchell said. “He’s the reason why I’m here.”

‘Here’, for Mitchell, is serving as a captain of Consol’s Varsity team as well as earning Newcomer of the District last year as a freshman.

“Her stats last year were very impressive and we expect her to have even stronger stats this year,” head softball coach Heather Slaton said. “We expect her to really be dominant in all aspects.”

Last year Mitchell hit an impressive .400. In Tuesday’s game against Rudder alone, Mitchell hit two home runs.

“We don’t try to focus so much on stats because we feel like there’s a lot of other variables and things that are involved in that,” Slaton said. “Softball-wise, we can talk about skills, but I think being a part of athletics and sports is much more than just learning that sport specifically. We’re trying to create a culture where not only do our young ladies respect each other, but they are leaders on and off the field, they give back to the commu-

nity. I think when they leave us we hope that they understand that we see them more as a well-rounded person.”

Mitchell works hard to accomplish this level of integrity.

“I want to be a good softball player but also a good person,” Mitchell said. “A motivating person at the same time. Be like an inspiration to other people.”

According to Slaton, Mitchell has found great success in her leadership role as well as on the field.

“Not only is she our starting pitcher, but in the lineup she’s a great hitter [and] I think other than just [being] physically strong, some of her attributes and her strengths are she’s a great communicator,” Slaton said. “The way she talks to her teammates and her coaches and communicates information to them is something that not only do the girls take to heart but they also just respect that.”

As a captain, though, Mitchell often leads by exemplifying the hard work necessary for success.

“I’m going up there and I try not to think when I’m hitting because I tend to think too much.

So I just try to think on seeing the ball out of the pitcher’s hand and hitting a hard line drive,” Mitchell said. “I practice every day. I constantly am trying to think of ways to get myself better.”

PHOTO BY HALEY MITCHELL

the roar | reviews | 18

friday, mar. 31, 2017

Reality Check

THE ROAR REVIEWS our favorite (or least favorite) reality TV shows.

Say Yes to the Dress

THE BACHELOR

MASTERCHEF JUNIOR

olivia conway I staff reporter

vi burgess I editor-in-chief

haley mitchell I managing editor

The bright spot in my life, my escape from any stress and anxiety, is the TLC reality show, “Say Yes to the Dress”. My favorite after-school activity is disappearing into the tulle filled hallways of Kleinfeld Bridal Salon and emerging hours later with the abilities to distinguish the difference between offwhite and ivory and recognize a Pnina Tornai gown by sight. I quickly became invested in the wedding related problems of the women looking for their perfect dress and soon developed my own opinions regarding the events of the show. I commented on the dress choices of the women on screen and sometimes caught myself designing my own dream dress based on what I had seen on the show. I was originally drawn to the show because of the entertaining arguments and overdramatic salespeople but “Say Yes to the Dress” has also taught me to stand up for myself and my opinions even if no one else agrees. Even though my family members have made fun of me for my Kleinfeld obsession in the past, I’ve stuck with the show because of its overwhelmingly heartwarming message: helping women find the perfect dress for their wedding day. I still tear up at the end of every episode after seeing the look of pure happiness on the face of someone who said yes to her dress.

I first started watching “The Bachelor” in a kind of tongue-in-cheek way (or at least that’s what I tell people). If you somehow don’t know the premise by now, the show is essentially about twenty women competing for the love of one man (well, and D-list fame). It’s kind of what’s at the heart of negative gender stereotypes and everything I generally stand against–the show thrives off petty, shallow disputes.

The Bachelor’s cult following is in part what makes it so enjoyable—the public’s discovery of this season’s resident crazy chick Corrine and her obsession with cheese pasta added color to several musical rehearsals. This cult following, however, feeds into the worst parts of America as thousands of people began to slut-shame incessantly.

But I can’t stop watching it; there’s some kind of perverse enjoyment in people trying to find some approximation of a real relationship (which I don’t believe is possible when you’re sharing a person in front of a million cameras). Two seasons in, it’s quickly devolved into a reality-TV fix that’s so cliche and so predictable that I can do my math homework and practically mouth along to the newest episode. I can’t, in good conscience, recommend it to anyone I love, but I’m totally going to keep watching it.

Describing the perfection that is “Masterchef Junior” is like trying to describe the feeling of writing a good simile. Gordon Ramsay’s new spin on this cooking competition for “home cooks” is both risky and unadulterated genius—the general pettiness and drama that exists in the subtext of reality shows is nonexistent, replaced by the kindred spirits of the eight-to-thirteen-year-old contestants. Past seasons have been fierce competitions between children with undeniable talent in the kitchen participating in dramatic challenges, like requiring the kids to make their own sausage to use in a dish, or to create an entree based around a “scary reptile” like alligator or rattlesnake. Often even simple challenges will make or break a contestant, such as Jasmine’s s’mores cupcake in the most recent blowtorch challenge, where she tripped on her way back to her cooking space and presented a sloppy final product that sent her home. Growing attached to the contestants doesn’t take long; their personalities shine through in not only their food but in their interviews, which always provide a dose of comedy to lighten the mood of the competition. Though it’s heartbreaking to see contestants leave, watching the other kids rise to the top but maintain cheerful and supportive dispositions with their competitors makes “Masterchef Junior” worth every perfectly executed filet mignon and soufflé.

olivia’s rating:

vi’s rating:

haley’s rating:

the roar | review | 19

friday, mar. 31, 2017

THE ROAR REVIEWS:

JUMPING WORLD katerina kountakis & maya girimaji section editors

A HOP

A SKIP

AND A JUMP

Jumping World reminds you of how old you really are. Located in Bryan, the facility has several lanes of trampolines in addition to a challenge course reminiscent of American Ninja Warrior, foam pit, zip line, a small pool with activities, mechanical bull and basketball court. Unfortunately, just jumping on a trampoline cost us $14 for an hour; all of the other activities would have cost us extra. This can be really expensive especially for older teens who get a little bored and tired from jumping in one place for too long (*cough* us).

We let loose on the trampolines with the excitement of the five-year-olds. After 15 minutes, though, we lost that energy and began to take frequent breaks. It went as far as Haley taking a nap on the trampoline and the rest of us joining her.

The best form of entertainment was watching our friends attempt the tricks that the little kids were easily executing—Olivia was the only one of us who could actually do a flip and help relieve some of our collective shame.

While undoubtedly fun for the first fifteen minutes, the hour we paid for was probably squandered in our frequent rests. Feeling like clumsy giants compared to every other kid there who can somehow execute perfect somersaults and backflips didn’t make us feel any better, either.

Between the little kids running around (jump with caution), watching your friends do semiembarrassing things (a must), and paying a pretty high cost to jump for an hour (kind of a onetime deal for a upperclassman high schooler with no form of income), Jumping World is a wonderland of trampolines that gives you and your friends an opportunity to be a kid again.

PHOTO OF OLIVIA CONWAY BY HALEY MITCHELL

friday, mar. 31, 2017

20 | etcetera | the roar

I, ROBOT Robotics clubs restructures, reaches out to commmunity josh weimer | online editor Despite changing their entire competition format and losing a significant portion of their members, the Tiger Robotics team is still powering through this season.

In previous years, the Tiger Robotics Team competed in the “BEST” competition, a robotics competition characterized primarily by its limitations in building supplies. However, due to changes in competition availability, they have transferred to a new set of competitions.

This year they are competing in the “VEX” and “FTC” (First Tech Challenge) competitions, which offer more flexibility in build design, as well as extended, nearly yearlong seasons.

“I’ve really enjoyed the season being this long, because it gives more opportunity and more possibility for us to learn and build, and for us to get stronger and win more in the future,” junior and VEX team captain Reid Ragusa said. “When we were in BEST, we only had a three month time span for the competition and building. To come to VEX, where it’s basically a yearlong event, is pretty cool to me because I really enjoy doing robotics and having the ability to lead the team to have fun and grow.”

However, not all members of the team reacted to the competition changes positively. The team suffered a large loss in members, particularly freshmen and newer members.

“This year, a lot of people couldn’t put their mind forward and say ‘Hey this is a good program,’” Ragusa said. “I like to call it the ‘New Robotics Club’, because we changed everything.”

The loss of members and lack of familiarity haven’t affected the team’s ability to perform in competition.

“So far we’ve had a really good first season.

We ended up first in our league as the winning

alliance team captains,” senior and FTC team captain Benjamin Belov said. “We [also] got first place notebook, and then we moved on to the regional competition, which is basically state.

We ended up getting 18th place, I believe.”

Due to the competition’s changes in hardware limitations, the team has been able to branch out into different types of hardware as well as 3D printing to enhance their designs.

However, the VEX and FTC competitions are quite different in what supplies they allow. “[We] have a much larger set of parts to choose from than in [our old competition], BEST,” Belov said. “[In VEX] they are limited to what can be bought off of the VEX website. In FTC we can go to any store. As long as it’s available to any team, we can purchase it.”

Along with competing, the Robotics team reaches out to middle schoolers to promote involvement in robotics. According to junior and VEX and FTC co-captain Michael Townsend, one of the main goals of the team is to “spark interest in STEM activities for the youth of College Station.”

“We get the kids to come and [we] teach them how to drive the robots, we talk to them, and they learn a little about robotics,” Ragusa said. “We try to inspire them to think about robotics later on down the road, so that when they come here to the high school, if they aren’t doing any extracurricular activities, they’ll think about doing robotics.”

Based on their progress this year, many team members are hopeful about next year’s contest results.

“I’m pretty excited because now I know what I’m doing and my senior year should be pretty cool,” Ragusa said. “I know I have a dedicated and capable team to help us advance throughout the competition.”

Senior Ben Belov works on the robot in preparation for their competition.

A close up of the inner workings of the robot.

PHOTOS BY SUEJI HAN