Vol. 19 No. 2

Roar

the

matter

A&M Consolidated High School

Meet the Mighty Band from Tigerland on page 7.

Friday, Nov. 1, 2013

1801 Harvey Mitchell Pkwy. S., College Station, Texas 77840

Vol. 19 No. 2

why sports

matter

Athletics programs unite community, provide academic value nicole farrell | senior editor

C

ollege Station is home to more than a dozen soccer fields, two dozen softball and baseball fields and three football stadiums. To say it is a sports-minded community would be a slight understatement. However, the community that gathers for the accompanying sporting events is more impressive than fresh grass and shiny turf.

“Our Parks & Recreation department is a lot larger than our city,” Gene Ballew, athletic activities assistant for the city of College Station, said. “That’s a pretty good opportunity.”

Ballew described that the size of the College Station Parks & Rec department allows for more field and more organization within the youth sports they run and coordination with other local leagues, such as College Station Soccer Club and Little League. Both organizations are “volunteer-based,”

with the volunteers consisting of mostly parents. Students at Texas A&M also contribute significantly to coaching and assisting within all the different sports.

“We have a couple of contacts within A&M to the Parks & Rec department and Sports Management department to get volunteers from,” Ballew said.

A&M unites with the youth level in various clinics, specifically the softball team and the men’s club soccer team.

As well as influencing the skills taught through youth sports, all fall sporting events are planned around the A&M football schedule.

“You can almost do nothing in this city on a home game,” Ballew said.

The Eagle sports reporter Larry Bowen also commented on the heavy influence of A&M on athletics in College Station,

wheretolook news

pages 2-3

people

pages 10-11

viewpoints

pages 4-6

sports

page 12-13

snapshots

page 7

entertainment pages 14-16

special feature

pages 8-9

his comments regarding high school events.

“There’s a little less pressure on high school sports because of A&M,” Bowen said.

“As much as we love our high school sports, and they have good crowds. Still on Saturdays, there’s 80,000 people at the Aggie game.”

He attributed this movement of spotlight as a positive thing. There is still a strong A&M Consolidated community, but “it’s not the only show in town.”

Bowen added that, based on his personal beliefs and values, writing for high school and its audience is much more comfortable and rewarding.

Unlike college sports, which he has also covered in the past, high school is not covered like a professional sport. “[For high school athletes] it’s still special to be interviewed,” Bowen said. “It’s still a

what's new on the roar online [theroarnews.com]

big deal that the guy from The Eagle wants to write a feature on you. I like the fact that a lot of my work ends up in parents’ and grandparents’ scrapbooks.”

This humility and innocence creates a compelling and less critical community for high school sports fans. Bowen described Consol as a “subset” community and a “community within a community.”

“It’s not lost being in a college town,” Bowen said.

Bowen commented on the inspirational aspect of families of athletes have passing through Consol. Fans continue to support Consol because of their siblings or their parents, or their own personal connection to the school.

Athletes are not forgotten after they leave Consol either.

“This summer after five, six years in the Minor Leagues, a former Consol player [Matt Langwell] made it to the Major

Read about senior Tyler Sevcik's weekends building wheelchairs for lesser developed countries.

Leagues,” Bowen said. “Coach Mann was so proud. Everybody remembered him when he was here and just a freshman and was scared and didn’t know what was going on.”

This sort of phenomenon is an example of the entire community involved with the high school athletic programs.

“There’s those ties, threads woven through there [in the entire community],” Bowen said.

The connection is evident everywhere. There is still a compelling and bonding aspect in the Friday night lights, even if the average sports enthusiast might “decide they want to watch Johnny Football play instead of Kobe Miller.”

Package continued on page 8.

Check out a photo gallery from the Mini Tiger Cheer Clinic earlier in October.

2 | news | the roar

friday, nov. 1, 2013

Foreign exchange students contrast home, host experiences rojas oliva | entertainment editor In the day-to-day trenches of high school education few of us have the looming and gargantuan pressure of representing an entire country. Four bullets down under the subheading ‘Is An Exchange Right For Me?’ in the section of the Rotary website devoted to foreign exchange students lies a sentence informing the reader that exchanges are for people who ‘can serve as an ambassador for their own country.’

This daunting task was undertaken by juniors Vittoria De Giorgi Argudo and Franziska Feinauer who traveled from their respective home towns in an idyllic suburb in Rome that lies ten minutes from the sea and twenty minutes from the city center and from Limburgerhof, a small, historic German town, to spend the duration of the academic year away from their family, friends, language and all the other comforts we take for granted and serve as their country’s unofficial ambassadors to the students of Consol, a task that adds some interesting intensity to the normally quotidian challenges we all face.

“I try to be a perfect model of exchange student[s] because it’s really important for my Rotary club,” Argudo said.

She came to the United States through the Rotary program and initially had a hard time adjusting to the new environment.

“The first day of school here was really stressful; it was kind of horrible,” Argudo said. “I didn’t know where [my classes were], and I didn’t understand all the things the teacher[s] [said] to me.”

Meanwhile, Feinauer, who had wanted to come to the United States since she was ten years old, came through the ASSE program and has had more positive initial views of the foreign exchange student experience.

Her involvement playing harp with the band allowed her immediate access to a social group and, for her, coming to America has been an escape from stresses. “[American classes] are so easy and really relaxed,” Feinauer said. “People texting [and] listening to music would never be possible in Germany.”

Argudo, who said she sees herself as a person very capable of assimilating to a new culture, quickly learned to adapt and now shares Feinauer’s views on the relaxed nature of American culture.

“After one week I was okay, because I

“In Italy, we see American TV shows and how the schools are; now it’s like I’m inside a TV show. ” junior Vittoria De Giorgi Argudo made friends,” Argudo said. “I’m comfortable now.”

Her parents, who are currently housing a girl from Utah, were also comfortable, as they had already gone through the process with Argudo’s sister, who had spent a year in Mississippi and brought back, along with the music of Lana del Rey, exciting stories about the United States. However, the first few days in America were still rather surreal.

“In Italy, we can see the American TV shows and how the schools are, and now it’s like I’m inside a TV show; it’s weird, it’s different,” Argudo said.

In her still rather short time abroad Argudo has already garnered some hard

earned wisdom from her experience. “[They] don’t speak the same language so maybe some exchange students are shy to speak, but if [they] are involved and can make friends [then isolation can be avoided],” Argudo said.

Essentially, it was initially difficult for Argudo to make friends since in Italy she was with the same class of people for five years, so having to switch classes every hour was shocking and bizarre.

For Feinauer, the difference manifested itself in losing Germany’s more extensive amount of classes (thirteen a week), watching happier films (supposedly German films always end in death) and experiencing a few other, more negatively tinted, facets of American culture. “[In America, people] don’t really recycle and [they] have a lot of drugs,” Feinauer said.

And yet, for her, the famous southern hospitality seems to have helped.

“Americans are usually more open and friendly than Europeans,” Feinauer said.

Feinauer, whose main reason for coming is to learn to speak fluent and accentfree English as well as to establish connections for later in job life, sees the experience as something anyone can do.

“It’s easier than it sounds; you should just do it,” Feinauer said.

On this the two agree; a foreign exchange program can be a massively beneficial experience in a person’s life.

“I think that experience makes a person more interesting and full. I hope that with my experience I can communicate something,” Argudo said. “I can tell to other people about American culture and my experience.”

Compare & Contrast

Countries

Germany

spends 5.1% of GDP on public education PISA International Rankings: Reading Literacy: 21 Mathematics: 16 Science: 28

Italy spends 4.7% of GDP on public education PISA International Rankings: Reading Literacy: 20 Mathematics: 25 Science: 26

United States

spends 5.4% of GDP on public education PISA International Rankings: Reading Literacy: 15 Mathematics: 24 Science: 21

SOURCE:WORLD BANK & WIKIPEDIA.ORG

the

Roar

ONLINE for breaking news, student features and photo galleries, check us out at

theroarnews.com

the roar | news | 3

friday, nov. 1, 2013

Chance donkey purchase results in newfound sport, passion leah crisman | executive editor It’s been three years since Dana Heath’s colleague convinced her to buy a donkey for her granddaughter.

It’s been three years since Dana Heath’s granddaughter, senior Heather Heath, entered this untrained donkey, Dainty, into a local donkey show. Dainty didn’t do very well, but it didn’t matter. Heather Heath had found her passion. She now owns nine donkeys and a mule.

“If I’m not [at school], I’m on my farm, training,” Heather Heath said. “If I’m not out there training them, I’m out there just lovin’ on them.”

Currently, Heather Heath and her entire family (her mother, father, sister, grandmother, aunt, uncle and two cousins) are occupied with organizing the donkey and mule show that they are hosting on Nov. 17 at the Expo Center. Dana Heath, now chairman of the Gulf Coast Donkey and Mule Association, has to contend with organizing the entire show as well as keeping the family’s donkeys show-worthy.

“We’re getting all the awards together, organizing the judges, getting the class schedules together, [creating] work schedules and designing class obstacles for trail and driving,” Dana Heath said. “It’s a really long process.”

Heather Heath will help run the show alongside her grandmother, a time commitment that is intense considering her training schedule is already akin to “a full-time job.” “[Balancing everything] is really, really hard,” Heather Heath said. “I train during the days as much as I can. I cram for my tests once it gets dark and I have to get in from the barn. I usually start my homework about nine o’ clock.”

All of her dedication has paid off: Heather Heath has amassed a vast assortment of prizes from the shows. In addition to trophies, she has won hat boxes, chairs, buckets and bridles as well as a stack of engraved belt buckles. Unfortunately, a scholarship Heath was competing for in Fort Worth remained out of her reach due to an unfortunate incident.

“A kid freaked out and was trying to touch

[Tommy, the donkey I was driving] while he was in the arena,” Heather Heath said. “Tommy took off running and the judge actually had to stop him because I couldn’t.”

On the whole though, Heather Heath looks forward to the time she spends at the shows.

“When you go to a donkey show, you have friends everywhere,” Heather Heath said.

Heather Heath explained that she cares much more for the atmosphere of donkey shows when compared with horse shows (at which she’s also shown).

“Donkey shows are more friendly,” Heather Heath said. “Horse people…you could have been friends for years, but when you go to that show, they don’t know you.”

Dana Heath agrees that donkey shows are more relaxed. “[Donkey shows are] just a very family-oriented event,” Dana Heath said. “[Anyone from] grandparents down to the littlest of kids can participate.”

The Heaths also prefer donkeys to horses on the basis of personality. Both Dana and Heather Heath consider donkeys to be just as personable as horses, if not more so. “[Donkeys] are calmer and more attached,” Heather Heath said. “Horses are focused and ‘go, go, go.’ They’re not your friend.”

However, there are some drawbacks to showing donkeys. Donkeys don’t just ‘go’ like horses; they’re more stubborn. “[My donkey’s behavior] depends on who they’re with,” Heather Heath said. “They’ll choose to be a brat or ‘I’ll do whatever you want.’”

The donkey community is small at the moment, but both Dana and Heather Heath are working to rectify that. They want to incorporate as many people as they can into the activity that they have fully embraced in three short years. For Heather Heath, the relationship she has with her donkeys is the main draw.

“They can sense if you’re angry or stressed or anything,” Heather Heath said. “If you’re angry they completely shut down on you. They can sense it.”

three of the nine Heath donburro blurbs: keys, as described by Heather

Sanabelle

“She’s a big baby.” • Type: Mammoth One of the largest donkeys in Texas, she is 17 hands tall (for reference, the official largest donkey in Texas is 17 hands tall). Sanabelle breaks bones easily due to her size, so she’s “just a pet, something we walk around and show off.”

Shorty

“He’s very jealous.” • Type: Miniature This donkey is a pint-sized attention hog. He’s a sweetheart, but he’s not above shunning you if you don’t pet him.

Rocky

“Kind of crazy, but very loveable.”

Type: Mammoth Before Rocky was bought by the Heaths, he was abused by his owners. Now he’s “just gotten around to loving people.”

Can’t get enough? The Heaths will be hosting a show for donkeys and mules Nov. 17 at the Expo Center. Can’t make it? Check theroarnews.com for a photo gallery!

Compiled by Leah Crisman and Michelle Liu

5

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4 | viewpoints | the roar

friday, nov. 1, 2013

Filler language acceptable for use in everyday life michelle liu managing editor

So, uhm. Anyway, to begin...

Flashback: I’m presenting over Jacksonian America in my history class, and I feel fairly competent about it. I know the answers to (most of the) questions! I’m bringing up vague references to how much behind-thescenes work Martin Van Buren did as vice president! I’m using my hands to gesture for emphasis! The two people sitting next to me are barely getting a word in. It’s going smoothly, I swear.

Post-presentation, though, a peer (said person’s name omitted for his sake) comes up to me, and tells me, point-blank, that I’ve said “like” some hundred-odd times over the course of the presentation.

Like, what?!

I always say that usage of filler words, like “like” or “uhm,” is in no way indicative of intelligence levels.

And I’m not only sticking to that, but expanding on it. I may be guilty of using “like,” but should I even be guilty at all? Trying to catch someone else for filler language is a narrow-minded endeavor, in that these oft-scorned bits and pieces often facilitate the transfer of ideas and concepts: they’re little breathers, occupying the split seconds that let our brains work out what to expect next, whether its a new concept,

a transition or an expectation for the listener to respond.

Granted, filler language isn’t always desirable (do we really want to watch the guest speaker stumble his way through "digital citizenship" and half an hour in a dim-lit auditorium?), but for everyday uses, the “so”s and “yeah”s can stay.

"Like, what?!"

Weirdly enough, for a selfproclaimed pedant, I’ve developed these lapses into back alleys and hidden hallways of the English language, both written and spoken. While I might condone filler words, I find I am constantly climbing ladders and stairs onto different levels of the spoken and written word, as inarticulate a speaker as I am self-assured when writing.

There’s my general propensity to just give up when trying to vocalize my thoughts, as my brain works faster than my tongue, which makes portmanteaus out of words that should’ve never been slapped together, skips verbs and juxtaposes my love for big words with confounding syntax.

There’s the tiny seed of doubt every time I talk that I’m saying things sheerly wrong, that all these gems I find in books and SAT practice tests that I’ve carefully crafted phonetic pronunciations to in my head are being butchered aloud; “pulchritude” and “focaccia” and “linen” and “blessed,”

for example; even the simpler ones are a vague reminder that hey, English isn’t even my first language. (Maybe that’s why I never let my guard down for 15 years, always spelling words out correctly and eschewing “omg”sbecause I needed some sort of visible, concrete proof that I belonged in my grasp of English, even if to some people, I don’t look it.)

There’s my tendency to give up on any semblance of “proper” English when communicating via computer screens to close friends, as I revert back to the world of “gr8” and “h8” and “defenestr8.”

And there’s my practice of shifting between academic, rigid tones and absurd, illogical sentences that run rampant with errant Capitalization and might b 2 abbr. for U 2 Comprehend, you Know?

Succumbing to the use of “omg” after 15 years of resisting hasn’t made me any dumber; “lol” hasn’t either, and I can easily use all these while still knowing where all the commas go. My own attempts to occupy all these different iterations of the English language are merely a small blip in a world of words and the people who wield them.

At the crux of the matter, I guess what I’m saying is this: be nice. Don’t judge. A southern drawl doesn’t equate to stupidity. Saying “hashtag” doesn’t reveal idiocy. Oh, and words don’t always, like, mean brains.

Michelle is managing editor of The Roar. Share your liking for the word 'like' with her at the.roar.liu@gmail.com.

Why is football such a

BIG DEAL?

"Football is number one because it has the most physical contact.

Contact is what people want to see."

-freshman-

Korey Goodman "The whole school is focused on football.

Really, it should be ranked far above all the rest. Even other extracurriculars like band focus on football.”

-sophomore-

Susie LeBuffe "I picked football as the most important because that industry brings the most money to town."

-junior-

Katie Marek "Football is important because we live in the South—it’s the social thing to do. [Also], people care more for male sports."

-senior-

Marianne Muyia

Which five sports do you think the school considers the

MOST IMPORTANT?

Give your vehicle an

audio upgrade!

We also offer: window tinting & security options

volleyball soccer

12% 12%

baseball

15%

football

41% basketball

21% THE ROAR SURVEYED 52 STUDENTS

the roar | viewpoints | 5

friday, nov. 1, 2013

Witnessing effects of bullying becomes personal call to action annie zhang news editor

I surveyed the empty spots on the bus: one next to Meggan, some girl who never talked, and another near Abigail, a popular and pretty girl who didn’t know what country would win if England, the UK and Britain went to war against each other.

I plopped down next to Abigail and put my earbuds in.

Different conversations drifted into my ears as I tried to take a nap. But soon an unfamiliar voice came into my hearing, and I opened my eyes to see Meggan and Abigail talking.

“I just want to know. I’m not taking anybody’s words to heart,” insisted Meggan.

“I just really want to know what I’m doing wrong.”

Abigail struggled to form her next sentence and looked down at the seat as she stated monotonously, “They just don’t like you. They think you’re weird.”

By this time, I was glad that my music was off. It didn’t seem like one of those OMG-I’m-so-sad-because-my-boyfrienddumped-me kind of conversations all too common on buses.

​Sighing, Meggan began to talk. “It’s OK. People have always thought that. When I was in second grade, I had a friend at a different school. She was the only friend I had ever had, and she was beautiful and popular. She wanted me to transfer to her school, and I did. I thought…” ​Tears glistened in the corners of her eyes as she continued. “I thought I would finally fit in.”

She paused. “But her friends didn’t like me. They thought I was weird and creepy.

They looked at me weirdly. And then my friend, my best friend, told me that she would have to stop hanging out with me.”

She stared out the bus window, and ​ whispered as if to herself, “She left me.” ​I had heard stories about children being bullied, so I thought I knew the effects of bullying. Eventually, though, it reached the point that they didn’t seem to matter much to me anymore because it wasn’t me. But as Meggan told her story, I saw the tears from years of pain and loneliness. Every crack in her voice echoed the breaks in her heart each time she was denied a seat at lunch.

After too many rejections, she had learned to keep her tears and feelings to herself and pretend that people’s words didn’t affect her.

Every day, she sat by herself in her seat, not talking to anyone despite the loud chattering about her. And eventually, I had formed my own opinions about her—the

weird girl who never talked or smiled. But I had never bothered to sit next her and find out her real story. No one else sat by her, and I didn’t want to draw attention to myself by being the first one to do so. ​Abigail looked at Meggan and held out a hand. Meggan, her mouth open as if in a state of shock, reached over the back of the seat, and clasped Abigail’s hands tightly. ​“You know what? Sit with me during lunch tomorrow. And the day after that. And every day after that,” Abigail said.

I straightened from the lazy position I was in. I couldn’t believe what I was hearing.

Here was a popular girl who I had thought was just a pretty airhead, giving up her popularity and societal status to be friends with a girl who everyone else thought was weird. And here I was, sitting right next to her, witnessing the same scene, and finding that I didn’t have the courage to do what she just did. I was afraid to be bullied as well, so I had always just left Meggan there to suffer by herself. Not speaking up had seemed the easier option.

The tears fell from Meggan’s eye, but she didn’t seem to care. Abigail patted Meggan’s head, and hugged her tightly.

“As long as you’re happy, then I’m happy,” Abigail smiled. “You know, if you ever need someone, I’ll be there. I have faith in you.”

The happiest and most genuine smile I

had ever seen lit up Meggan’s face.

I had never been a victim of bullying, so I had never seen the true effects of it. I never saw how it tore people’s lives into pieces, how much pain and hurt it caused or how it felt to be laughed at while everyone else just watched and silently judged. Standing up for a stranger getting bullied didn’t seem worth it to me; I would just bring trouble onto myself. I sat silently as people were bullied, glad that it wasn’t me undergoing that terrifying torture.

How much of an effect my lack of actions had on Meggan never occurred to me.

She probably remembered me all too well, remembered me as the girl who watched her while she cried silently and never even lifted a hand to help her out because she was just the same as everyone else. A bully. Not one who yelled mean words at her and left her out of a group, but one who caused just as much damage because she was the selfish, cowardly and silent bully.

As I left the bus that afternoon, I smiled and waved at Meggan. If she would ever give me the privilege of being her friend and seeing her beautiful smile, then I would gladly throw away whatever reputation I think I have, over and over.

Annie is news editor of The Roar. If you’d like to share a learning moment, whether it be as a bully or a victim, contact her at the.roar. azhang@gmail.com

Overcoming fear of rollercoasters results in positive outlook elizabeth reed staff reporter

Ever since watching “Final Destination” at too young of an age with an overactive imagination, I have been terrified of roller coasters. The fear was only amplified by going to an amusement park for the first time and starting off with the biggest wooden roller coaster my dad could find. “It’s not that fast,” he said. “It’s not that high,” he promised. (Yeah, right.)

So one year ago when my best friend mentioned going to SeaWorld for her birthday, I was excited—until I thought about the few roller coasters they have there, which I knew I would have to ride with her, since we were going in a group of four friends. On the Friday of her birthday, we drove into San Antonio and stopped to stay in a hotel. That night we talked of all the things we would do the next day at SeaWorld; roller coasters came up, of course. My friends knew of my fear of roller coasters and told me they wanted me to try every roller coaster at least once. I agreed (with a heavy heart) because it was the only thing to do, and it seemed pretty fair. I couldn’t refuse the birthday girl, and they were only asking me to try it once. If I hated it (and I figured I would) I wouldn’t have to go back on the ride.

I tried not to give it much thought, but when I tried

to sleep that night, anxiety kept me awake; I worried about the most irrational things, such as falling off of the roller coasters (thank you, “Final Destination”) or choking on my vomit and dying—that’s a completely different story, though.

The morning came, and we got up early to get to SeaWorld as soon as it opened. Of course my friends wanted to go straight to the roller coasters. The rational part of me figured it was as good a time as any to get my one ride over with. However, the other part of my mind dreaded each step. I wanted to have fun, but this roller coaster was both a mental and physical antagonist. Far too quickly we came upon the tallest rollercoaster they had there: the Steel Eel, boasting a 155-foot drop from the top. I craned my neck to look up at the top; I don’t know why I did, because it only made my stomach crawl more.

“Guys, I don’t know if I can do this,” I complained. My friends instantly began reassuring me that everything would be fine.

The dumbest thing about my relapsing fear was that I had already ridden this ride in fourth grade. What was I scared about? Why was I even scared? I should have been over my fear since I had already been on it, right?

My mind raced as my body unwillingly moved forward getting closer to the very short early morning line. I thought of all the things I would rather be doing: cleaning, running or breaking a leg. But it was pointless, because it was time to get in the cart for the ride.

We sat near the back, and I carefully buckled my seatbelt and pulled down the bar. I thought I was going to be sick, and once again my mind tried to be rational and tell me that there was no point worrying since there was nothing I could

do. My friends joined in, supportively repeating that it was going to be okay. The cart started to lurch forward. I closed my eyes while listening to the tick of the cart’s wheels against the ride. I could feel we were getting higher—and then we dropped.

I had never felt as exhilarated as I felt in those thirty seconds. The ride went up and plunged down, dropping over the pond in SeaWorld. By the end of the ride, I was ready for the next time. I knew I would definitely be riding this again.

Over the course of the day, we rode all of the roller coasters SeaWorld had to offer along with doing the usual SeaWorld activities.

My fear seemed so far away that day. It was the best feeling to not have a worry. I wouldn’t have considered riding the Steel Eel had I not had the push from friends; I was so grateful for friends that stayed by my side and literally talked me through it. The point is that even though I was scared I still tried the roller coaster, and the outcome was better than I expected. It’s hard to imagine, but trying the very thing I feared made me feel better about myself. My fear turned into my fun.

This year we again went to SeaWorld for my friend’s birthday; the trip turned out even better than the last time.

The moment we set foot in SeaWorld, we raced towards the Steel Eel, jumped in the carts and planned the obnoxious pose for the moment the camera would flash during the ride.

My change in attitude led to a better experience and a closer bond with my friends.

Elizabeth is a staff reporter for The Roar. Want more advice on how to forget fears and find fun on roller coasters?

Contact her at the.roar.reed@gmail.com.

friday, nov. 1, 2013

6 | viewpoints | the roar

OPPOSING YES

nicole farrell senior editor

• Repetition is key, and practice makes perfect. The more you work with a concept, the better you understand it.

• Small amounts of homework create easy copying situations. Larger amounts require original work.

• A larger number of problems generally indicates a larger variety of types of questions, leading to better preparation for the test and, in the long run, a bigger pool of knowledge.

• Bigger quantities of homework force prioritization and time management, which are both necessary life skills.

• Large quantities of homework work best as completion grades, meaning that the hated work will actually boost our grades (that is, provided we actually do the homework).

NO

eva araujo photography editor

• Homework causes school to become increasingly more stressful and makes students hate school.

• The threat of copious amounts of homework manipulates students into not signing up for more advanced placement classes.

• Students already spend nearly 40 hours a week at school doing work.

Why should we spend more time on the same work at home?

• Most students who have an excessive amount of homework get far fewer than the recommended eight hours of sleep per night.

• Students spend more than seven hours a day at school. Perhaps if this time was spent more wisely and efficiently, assignments normally done for homework could easily turn in to regular classwork, which would negate the need for homework.

Do large amounts of homework serve a purpose for students?

the roar's consensus Homework should assist learning, not just grades Whether you knock all your homework out during study hall, stay up until the wee hours of the morn crying about it, or simply don’t do it, there’s no denying that homework (whether it gets done or not) is an integral part of the average student’s academic life.

Generally, only work that directly reinforces concepts taught in class serves any sort of educational purpose. Work that doesn’t wastes students’ time.

Many oft-complained-about assignments fall into the first category. Yes, that literary analysis paper may seem incredibly tedious and time-consuming to many students, but at the same time, it develops both writing and argumentative skills—both of which are a) emphasized in English classes and b) actually useful. The same goes for practice problems in math and science classes: there are a lot of them, and they aren’t the most exciting way to spend an evening, but they supplement classroom instruction and promote understanding of the topic at hand. Homework that does this is worth spending multiple hours on.

On the other hand, the all-too-common art projects only tangentially related to the subject at hand—every student knows these—don’t fall into the category of “homework with a purpose.” Oftentimes, teachers (quite understandably) assign them to boost students’ grades or to present a more varied selection of assignments for students who may not take to a particular subject. These projects, though, generally require more time and effort than standard homework and have very little educational value for anyone who isn’t already enamored with both art and the subject. Those students tend to go above and beyond with such projects, and every other student usually couldn't care less.

In short, projects so involved and with such little value are justifiably unpopular.

Students have every right to complain about homework, but they should also realize that useful homework will help them in the long run. At the same time, teachers ought to carefully consider whether every project they assign puts their students’ time to good use.

The Roar 2013-2014 Staff Editor-in-Chief Managing Editor Senior Editor Executive Editor Opinions Editor Photography Editor News Editor Sports Editor Entertainment Editor Assistant Editors Staff Reporters Faculty Adviser Assistant Adviser

Dana Branham Michelle Liu Nicole Farrell Leah Crisman Shilpa Saravanan Eva Araujo Annie Zhang Channing Young Rojas Oliva Tiffany Hammond Aaron Ross Stephanie Palazzolo Elizabeth Reed Michael Williams Chauncey Lindner

The Roar Editorial Board Dana Branham • Michelle Liu • Shilpa Saravanan

why do you do (or not do) your homework?

"I do my homework because if I don't, I will have no idea what I'm doing in class." junior

Daniel Zivney

"I sometimes don't do homework because it should be a study tool.

If I already know something, I don't need to study it." senior

Alexander Pappas

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, 2000-2011 ILPC Award of Distinguished Merit, the CSPA Gold Medal Award, the NSPA All-American distinction and 2005 ILPC Bronze Star and 2007-2013 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. Glynn Walker, 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. Catherine George, 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 | snapshots | 7

friday, nov. 1, 2013

composing competition

Contest season stirs band members to strive towards goal of perfection elizabeth reed | staff reporter

C

ompetition for any group can get exciting, especially in band when it is contest season time. Band members are expected to give up precious sleep time for practice each morning and even more time during the evening rehearsals on Monday and Wednesday nights.

However, that doesn’t bother senior clarinet player Karleigh Adams.

“Doing something I really enjoy and seeing my friends in the morning always helps wake me up,” Adams said.

However, for sophomore trombone player Simon Kapler, band practice is more of a duty.

“Honestly, it’s between obligation and wanting the show to be good more than wanting to sleep in,” Kapler said.

Practices consist of marching fundamentals where band members work to make sure everyone looks identical. They are aware of straight legs, high toes and marching directions. This unison of band members creates a familiar feeling.

“I love the family atmosphere you get in band,” Adams said. “You know that there’s always going to be someone there for you and

that you can goof off [with] and have a good time.”

Contest season is over the span of three weeks during the month of October. Each Saturday band members step out onto an unfamiliar field and compete. Kapler said contest season has a great effect over the band.

“People that care [about band] show themselves as leaders and you really see who cares about the organization and who doesn’t,” Kapler said. “It’s a pleasant surprise to see that people really do care about how we perform.”

Even though contest season is considered more serious than the usual pressure of playing in a band, Adams enjoys the benefits of the payoff and the feeling of accomplishment that comes with it.

“It becomes real; marching band becomes more serious. It’s fun, but this is when it’s crunch time and everything comes together,” Adams said, “It’s really nice to see how all of our hard work from the summer and the beginning part of school is leading up to this moment.”

ABOVE Freshman Hannah Hildebrandt, sophomore Susie LeBuffe, and freshman Nathan Speakman play the marimbas during halftime show. Players practiced every morning before school leading up to competition. PHOTO BY EVA ARAUJO

TO THE RIGHT Sophomore Connor Contryman stands still and waits the drum majors to count off the beginning of the show. Half time show is named Dreamscapes and includes music from Les Misérables. PHOTO

BY EVA ARAUJO

Junior Thomas Morgan confidently leads the half time show. Morgan is one of three juniors who leads the band in shows and rehearsals as a drum major. PHOTO BY EVA ARAUJO

8 | special

feature | the roar

friday, nov

but are sports worth it?

Athletics funding susceptible to cuts, not influenced by favoritism dana branham | editor-in-chief

W

hile all men are created equal, all extracurricular activities aren’t. In the past, when we’ve heard about budget cuts that affect our schools, fine arts programs are generally the ones emphasized as being underfunded, in comparison to lavishly funded athletics programs. It’s true that different programs are funded differently, but by and large, there are some misconceptions about the funding that athletics programs receive, especially in comparison to fine arts programs.

CSISD’s assistant athletic director Sue Betts, who manages the athletics programs from 7th through 12th grade, explained that in light of budget cuts that the district has faced over the past several years, fine arts programs aren’t the only ones being affected. While it may seem surprising given the general consensus that fine arts programs are the ones affected by underfunding from the district, athletics programs have felt the brunt of district budget cuts as well. “[Athletics programs] were cut this year; we were not given the 10% increase that all the other [programs] were given,” Betts said.

“Several years ago, probably three or four years ago, we had to cut $10,000 from the athletics budget, so we do get cut the same way fine arts does. We had to cut our middle school soccer program completely out.”

However, CSISD has felt this in a relatively small way, as compared to other schools, director of student activities Buddy Reed said.

“The district has been really, really good about supporting the fine arts and supporting the needs in the athletic arena. We’re one of very few districts that has not made severe, severe cuts,” Reed said. “Students identify with the athletics teams, students identify with the band, orchestra, choir, they identify with those concepts, and there’s a lot of pride in that.

We think those things are important, so the superintendent and the board has said ‘Yeah, we’re going to continue to support those things.’”

Furthermore, within the athletics program, different sports are funded differently. The detailed, lengthy process of determining the budget for a sport is largely based on equipment needs, travel needs, and the number of students who participate in the sport.

“The sports are funded differently, and it’s based all on needs. Football, for example—you’ve got more kids participating in that, there’s more needs for equipment, and they’re very expensive with helmets and shoulder pads,” Reed said. “[The funding] is proportionally administrated based on those needs and what you have in those various sports—be it track, baseball, basketball and football.”

Essentially, while football may seem to be receiving the most funds—it’s not because it’s valued more than other sports; it’s simply because it is a relatively more expensive sport to operate. Furthermore, although the budget for sports is high (compared to other countries that nix athletics to further math programs), both Betts and Reed agree that athletics programs are vital to academics.

“Athletics creates an avenue for kids to identify with the school, to perk their interests, to be motivated by those kinds of things,” Reed said. “I think the pride factor, being supportive of the team, building rapport and relationships, it carries over into the campus. It becomes contagious.”

the roar | special feature | 9

1, 2013

The Roar staff examines the Texas sports phenomenon: Friday Night Lights and what goes into such communitydrawing, funds-consuming events that sometimes glorify high schoolers. Continued from page 1.

Dana Branham talks to head football coach David Raffield on the value and function of sports at Consol: regular: $4,318

bilingual: $143

special: $952

a breakdown of CSISD’s program other: $85 spending per student gifted & in 2010 talented: $59 ••• accelerated: $381 versus the state athletics: $184 average career & tech: $165 other: $74 special: $1,015 gifted & talented: $88

total $6,288

compared to the state & some of Consol’s peer schools...

accelerated: $787 athletics: $157 career & tech: $213 bilingual: $247

total $6,455

regular: $3,845

The Woodlands HS Conroe ISD $131 / $5,574

Amarillo HS/ISD $133 / $6,487

Harker Heights HS Killeen ISD $156 / $6,620 peer schools determined by comptroller’s FAST report $ on athletics/total program spending per student

Tomball HS/ISD $140 / $5,860

TOMBALL 2.4

KILLEEN 2.4

CONROE 2.4

AMARILLO 2.1

STATE AVG 2.4

...in percentages COLLEGE STATION 2.9

To read more of this Q&A, scan the QR code to the right or visit: bit.ly/17t3Ark

how we stack up

athletics spending as % of total program spending per student

Why do sports matter to Anything else you’d like the community? to add about the value I think sports in our society kind of sports can have for a has a unique deal. One, it’s fresh school? and new constantly. Each game You know, a winning athletic is different, each competition is program can help the morale of different—and I think people a school and the community. In like that, that competitive part. I high school, when the football think we have a natural gambling team is winning in the fall, I society, so there are ways to be guarantee you that the number actively involved. discipline referrals are down.

More kids are trying to do right.

••• Would you say that We get a lot of kids who are sports are beneficial to frustrated with academics and players’ academics? [athletics programs] help them I think it’s beneficial in the big work through it, and they end up picture, and the reason is this: I developing into quality students. think we’re all creatures of habit. The problem is that this is all If we teach and we emphasize in subjective; you can’t quantify it. our [athletics] program the idea But morale is something you can of winning everyday and working feel, and I think it helps a school hard everyday, and the more that culture. We want our kids to be becomes a natural habit, that it champions in the classroom, as carries over to other walks of life, well as on the football field, and like academics. The problem we in all athletics programs. face is that sometimes, you have to do things you just don’t like.

sports stats

school districts

For a web-exclusive feature on how high school football plays out in Texas compared to other states, visit bit.ly/16HbQjJ or scan the QR code to the right!

Source: Texas Tribune School Finder

10 | people | the roar

friday, nov. 1, 2013

the name of the game is

TRAIN PHOTO OF HOLLIE LONEY AND MEGAN WHITE BY NICOLE FARRELL

W

ith over 2,000,000 high school students sustaining injuries every year, the athletic trainers, both professional and student, play a vital role in providing for, healing, and protecting student athletes.

“As [athletic trainers], we evaluate injuries, create rehab plans for students, take care of minor bumps and bruises or sprained ankles,” head trainer Kali Utsey said. “We implement a plan to get them back to their sport. We have to correlate with their doctors and their coaches about what they can and can’t do.”

During football games, when a small hole in the offensive line can lead to broken arms, legs or concussions, the trainers watch, prepared to take action.

“Each freshman away game that I have been to [has had] at least one concussion,” senior Hollie Loney said. “I’m the only person who’s traveled with them, who is experienced with concussions, so I have to deal with it on my own.”

Oftentimes their knowledge proves to be invaluable when a player is hurt.

“My first away game was Copperas Cove, and their trainer was looking at one of the football players and he had his head slouched down, he was drooling, he looked really miserable,” Loney said.

“The trainer was not taking care of him, so I left what I was doing to go take care of him.”

All the student trainers are CPR and first aid certified, so they are equipped with the skills to help an athlete, on or off the field.

On average the athletic trainers spend around four hours a day working with each other and

athletes. They have either fourth or seventh period off, and then stay after school for football practice.

“I’m around these football players more than I am around my family,” senior Megan White said.

“After two or three weeks you pretty much know [these] people, they become like family.”

With all the time the trainers spend with the players, it is easy to see why some consider the relationship between trainer and athlete unique.

“During the middle of a football game, you can almost tell by looking at them if something is wrong,” White said. “You learn the ins and outs of these people.”

The trainers stressed the importance of players not overplaying.

“When a kid is hurt he won’t want to tell you, since he doesn’t want to stop playing,” White said.

“Which, in the long run, will injure them more.”

“Sometimes, student athletes feel more comfortable talking to the student trainers than they do us,” Utsey said. “So they are kind of a nice little buffer between the athletes themselves and the staff athletic trainers.”

The relationships and memories that the trainers gain from their experiences will last a lifetime.

“There’s a lot of stuff that goes on behind the scenes. Watching your friends [who are] basically your family get upset because they can’t do something [they] love [is] awful,” White said. “[But] the conversations we have with athletes and getting them back to the game that they love, it’s just awesome.”

Take a look inside the trainers’ room, located in the fieldhouse. PHOTOS BY AARON ROSS

Student athletic trainers practice sports medicine, form meaningful bonds

aaron ross | assistant editor

1

2. Bandages and tape adherent are stored in drawers of the bench where athletes are wrapped and iced.

3

1. Various weights for recovery training, including dumbbells and ankle/ wrist weights, are available for use.

2 3. Supplies like cotton balls, gauze and bandages are stored on the counters.

the roar | people | 11

friday, nov. 1, 2013

Aspiring medical professionals benefit from visits with patients annie zhang | news editor It’s 5:30 in the morning, and a silent bus full of half-asleep kids chugs along the empty road. These kids are training to become certified nursing assistants, or CNAs, at a nursing home.

As they approach their destination, the sun begins to rise, waking them up from their slumber. And for those waiting at the destination, their day is about to shine brighter.

“When many people think of CNAs, they say ‘Oh, you’re just going to clean peoples’ bottoms, and you’re going to give them showers.

That’s nasty,’” senior and HOSA president Ronak Noorani said. “It’s actually not about that. They don’t have anyone to care for them, and it’s a chance to show them that there are people who actually care.”

As part of the basic medicine practice class, students volunteer at a nursing home in Navasota and work with the elderly patients.

“There’s usually not a lot of staff to take care of [the patients], and they usually get left alone,” junior Sehr Khan said. “They get really happy and excited when we get there, and they’re always asking when we’ll come again.”

However, going to the nursing home is not only about practicing medical skills, but also about acquiring social skills.

“There are so many nice and welcoming people, and sometimes by just sitting there and talking to them, you learn how to treat and respect patients, their cultures and backgrounds,” Noorani said.

Though getting along with the patients proved a challenge, Noorani found that the patients eventually found a way to communicate.

“Some people think that the elderly are annoying because they don’t understand some things and they may be slow or act childish, and they may be cranky if they don’t know you,” Noorani said. “But if you give them a chance, be yourself and try to talk to them, they’ll accept you too; you have to show them that you truly care for them, and you’re not just doing your job.”

However, sometimes the patients need more than just medical care.

“To help the patients, often we would just talk and have a conversation with them,” senior Tanna Daniel said. “Most of them want to go home, and we want to give them what they need [to feel comfortable].”

As the year progresses, valuable bonds are formed between the elderly patients and the young CNA trainees.

“As teenagers, we are emotional, and we get more attached than anyone else,” Noorani said. “If we try to understand, we can see that the actual purpose is not our résumé. It’s about getting attached to the people and your job—the true reason to work in this field.”

The hands-on experience at the nursing home serves as a stepping-stone for those who wish to pursue a career in the medical field.

“I want to be a doctor because I love medicine, and normally I won’t be able to practice it until I’m a doctor, which will be over ten-plus years,” Khan said, “But being in this class really helps me get in touch with the medicine side earlier, and it almost feels like I’m a doctor.”

The CNA test, which the Basic Medicine students will take in December, assesses skills such as taking blood pressure, giving modified bed baths and helping to ambulate a patient, all of which students have learned by shadowing CNAs at the nursing home.

“Taking the class and getting your license is fine, but when you actually start working rotations, it’s completely different than what you think it is,” Noorani said. “You can see the difference between how the book taught us and how it was actually done, so we would know what’s right and wrong.”

Noorani was able to shadow doctors and surgeons, be in the ER and see her first surgery after receiving her license last year.

“It’s pretty inspirational for me to be able to do so much, just at the age of 16,” Noorani said, regarding the colectomy surgery she watched. “[The surgeons] had their music going on and were cracking jokes and listening to music, while a person was cut open in front of them,” Noorani said. “I felt like a part of them because they explained every procedure to me.”

For Khan, Noorani and Daniel, Basic Medicine Practice has been a privilege to participate in.

“It was a real eye-opener for me,” Daniel said.

“But most importantly, it was a good reminder that a lot of people in this community need help in so many different ways.”

PHOTO OF SEHR KHAN BY LEAH CRISMAN

What was one of the ...funniest moments in class?

...challenges at the nursing home?

...weirdest things you’ve done for the class?

“We have to learn how to do nail care, “We had trouble communicating with [a Spanish-speaking patient] “I had to shave a guy from the class. and so I walked into the lab one day, because we didn’t understand anything she said. She would We are all close and everything, but and all the guys are getting their nail never eat her breakfast, and every morning we would ask her that was a little awkward. I thought polish on. Then the guys were doing ‘Manzana? Leche?,’ but she would reject us. As we got to know her I’d shave him wrong or cut him. I think girls’ nails and it was really funny.” better, she took us to her room and she showed us her fridge full I ended up succeeding though, so I -Sehr Khanof tacos and burritos. So from then on, we would microwave them learned how to shave a dude.” for her every day.”

-Mishaal Lalani-Ronak NooraniCOMPILED BY LEAH CRISMAN

12 | sports | the roar

friday, nov. 1, 2013

run, rachel, run

Freshman cross country athlete excels early in sport

Talking with the team It’s kind of funny having your ‘little sister’ be faster than you, but I’m glad she’s my little sister because she’s so cool.

— junior Meredith Spillane

She was probably born to be a great runner, and that combined with her work ethic, is why she’s so successful.

— assistant coach Stuart Keogh

E

tiffany hammond | assistant editor

xtreme amounts of sweat, nonstop running, early mornings, frigid ice baths, being so sore it hurts to walk up stairs: these are just some of the joys that come with being a cross country runner. It may not seem worth it to the average student, but when goals are achieved and a sense of pride and success hits a runner harder than her feet hit the ground, the true beauty of running cross country is revealed. Freshman Rachel Bernardo is experiencing all of this for the first time this year in cross country and has learned how rewarding pushing herself each day with the team can be.

Even though she didn’t run cross country before this year, joining the high school team proved to be a good idea, and she is glad her friends, who also run, encouraged her to try it out.

“I know a couple people who are now sophomores,” Bernardo said. “They told me it was really fun and wanted me to be a part of the team, so I decided to give it a try. I like every morning when I come to practice at 6:45 a.m. and see all the wonderful teammates I have.”

Bernardo continues to be encouraged by her teammates, coach, and family, who all show support for her passion of running and admire how much hard work she puts into the sport.

“Coach [Shawn] Shroeder is always really nice and supportive,” Bernardo said.

“He always tells you what he wants you to accomplish and sets goals for you, and whenever you achieve those goals, he makes you feel like you’re on top of the world.”

Not only is Bernardo cheered on by others, but her diligent work ethic and exuberance inspire others on the team to be their best.

“She’s really good at running,” varsity freshman cross country runner Victoria

Lynch said. “She gives me a goal for myself.”

Despite how tough the workouts are for a long distance runner, Bernardo loves seeing her efforts pay off.

“It’s really exciting because my goal for this season was just to make varsity, and knowing I made varsity so early in the season is a really big achievement for me,” Bernardo said. “I’m a very competitive person, and being able to place in meets and get trophies makes me really happy.”

With Bernardo being one of the fastest runners on the team, it’s obvious she is persistent in making it to practice each morning and pushing for the times Shroeder believes she can run.

“With freshman hard work Rachel in this sport Bernardo good things will come to you. Hard work pays off,” Shroeder said. “I think [Bernardo] exemplifies how hard this team has worked all this season.”

“I like every morning when I come to practice at 6:45 a.m. and see all the wonderful teammates I have.”

Varsity District Results (4800 m/43 runners) College Park High School, Oct. 24 13th - Rachel Bernardo 17th - Montana Caler 22nd - Jenna Leland

25th - Veronica Juarez 27th - Victoria Lynch 28th - Lydia Garcia

PHOTO BY TIFFANY HAMMOND

the roar | sports | 13

friday, nov. 1, 2013

the roar | people | 11

PHOTOS BY CHANNING YOUNG

Senior varsity players prepare for final season of basketball channing young | sports editor

enced, but we will shoot the ball better,” German said.

Although their final season of The team has been working well high school basketball hasn’t started together in practices by communicatyet, the senior varsity boys can already ing, encouraging one another and takpicture themselves as district champi- ing constructive criticism. Being able ons and have been working towards to communicate with each other is key this goal since the summer. All they to a strong defense and offense. want to do is make their school proud No matter how the team might and finish strong. do this season, German is looking forSenior varsity basketball players ward to see how they use their skills Carlos Malavé and Ryan Stavinoha they learned at practice in the game. have been playing basketball for years. German said that one of the things Considering this is their last season of he loves most about coaching is seehigh school they ing his players have been preincorporate paring to their “Play good, put on a show and what they’ve fullest to end make Coach happy.” learned on the strong. court. senior Ryan Stavinoha “Every day “What the team works I enjoy most harder and gets better,” Malavé said. is seeing the light come on,” German “Not individually, but as a team.” said. “Seeing them make it work, and The team has been practicing dur- it’s not me making it work, it’s them.” ing fourth period since the second Similarly, Stavinoha is looking week of school. Although it was not forward to playing his senior year, by required, coach Richard German said showing what he’s got and working for many players put in some extra prac- the team. tice during the summer by participat“I want to go out with a bang,” Staing in shootouts. vinoha said.

Although German said he doesn’t Both Malavé and Stavinoha plan know exactly what to expect from the to enjoy their last year playing and season, he does know the team has im- work hard. proved their shooting skills since last “Play good, put on a show, and year. make coach happy,” Stavinoha said.

“We will not be as big or experi-

GET IN THE

GAME boys basketball

Senior Carlos Malavé guards junior Dominick Adams during practice. The team ran through the same drill during their practice. PHOTO BY CHANNING YOUNG

Varsity Home Games Nov. 23 - 1:30 p.m. Dec. 3 - 7:00 p.m. vs. Lufkin Hudson vs. Australia

Dec. 30 - 11:30 a.m. Jan. 14 - 7:00 p.m. Jan. 28 - 7:00 p.m. vs. Bryan vs. Cinco Ranch vs. Conroe

Nov. 26 - 7:00 p.m. Dec. 20 - 7:00 p.m. Jan. 7 - 7:00 p.m. vs. Woodlands vs. Pflugerville vs.College Park

Jan. 21 - 7:00 p.m. Feb. 4 - 7:00 p.m. vs. Oak Ridge vs. Lufkin

14 | entertainment | the roar

what we’re roaring about: Harvey Washbanger’s nicole farrell | senior editor

Harvey Washbanger’s, located in a plaza just off the corner of Texas Avenue and Harvey Road, is a place that serves weird beers and burgers, as well as spicy wings that require a consent form before consumption. It’s also a laundromat.

The atmosphere is simple, with a basic bar and classic taps, gray lighting, and red booths. Patrons seat themselves, and the bartender asks for a drink order. For those under 21, the basic sodas and specialty brewed root beer are available, but for those of the legal drinking age, specialty drafts from local Texas microbreweries might satisfy.

The experience was awkward. Three TVs murmured in the background, nestled underneath the thick Texan accents from those at the bar who were desperately vying for the bartender’s affections and expert descriptions of fig-infused Belgian beer. Service was adequate, but it was not particularly friendly. Everything was quick, and food was served with the bartender asking to please let her know if anything was wrong with it, which was slightly disconcerting but also caring. The Banger Burger was delicious – thick and topped with just the right amount of lettuce, tomato, onions, pickles and Cheddar cheese. (Add bacon for a little extra flavor and crunch). The sourdough bun was perfect and the fries crispy and very hot. At $8.42, the price was reasonable.

The eatery is pleasant, but nothing to rave about. If dirty clothes need cleaning, eat at Harvey Washbanger’s while they tumble in the dryer. Otherwise, any other burger joint is just as good.

Local Ground

Roar staffers review three locally owned burger joints

Flip N’ Peel

Grub

channing young | sports editor

stephanie palazzolo | staff reporter

Flip N’ Peel, located next to the restrooms in the classy Post Oak Mall cafeteria, adds another locally owned burger place to College Station.

Just as you would expect from a restaurant in the middle of the mall, the atmosphere is rather loud and filled with all sorts of people, scents and other restaurants competing for attention. (Probably not the best place to go for a night out or take a first date.)

Once you select your order, you simply wait in line and place it at the counter; the server then takes your order and name, not the friendliest of service, and you wait for your name to be called. Although the experience was not particularly impressive, the regular Flip Cheese Burger was a delight, made up of two thin patties, flipsauce, tomato, lettuce, pickles and, of course cheese. The fries, on the other hand, were not as grand as they were made out to be, just your typical seasoned fries. The same went for the Flip sauce, which resembles a sweeter version of Cane’s sauce but is still nothing special. For $10.08, the meal and the atmosphere received might not be considered worth it. Although the burger was delicious, some might prefer to spend their money where they could receive the same quality with a better atmosphere.

Located off University Drive, the locally owned Grub Burger Bar, which serves a variety of burgers and sandwiches, is a nice change of pace from other restaurants, with “certified angus beef ” patties rather than the slushy, mass-produced ones found at many other burger places.

The restaurant pulses with energy and gives off a modernistic vibe with subtle accents of red striping the walls. However, the clash of wood posts, glass walls and metal chairs prevents the feeling from coming off as effortless. Several widescreen TVs adorn the wall, and natural light floods the single-room restaurant from glass walls. The ordering process is different than most other burger joints as the customer is required to order at the front counter but is then served by a waiter or waitress, but this doesn’t detract from the overall service. The staff is friendly and helpful, often checking up on customers to ask them how their food is.

The menu has a variety of choices, from loaded cheeseburgers and sandwiches to vegetarian options, salads, and shakes. Burger names chock-full of puns (Guacapotle, anyone?) offer amusement while waiting in line. For those with younger family members, the food on the children’s menu is limited to only three options, but is delicious nonetheless. The Front Porch, their most basic burger, was delicious, with a buttery bun and a savory patty. Fries were crispy, seasoned, and basically perfect, and the salad was fresh and refreshing. Their reasonable prices range from $5.50 to $7.95 for their burgers. With tasty food and friendly service, Grub is a perfect restaurant choice for those who’d like an inexpensive, delicious and enjoyable experience.

Flamboyant fries Nutella crunchberry fries

Their motto:

sweet potato fries, nutella sauce, raspberry sauce, crunchberries, powdered sugar.

New republic BBQ pork fries french fries, pulled pork, house queso, grilled onions, New Republic BBQ Sauce.

S’mores fries

sweet potato fries, chocolate sauce, marshmallow sauce, graham crackers, chocolate chunks.

Diablo fries

Eat.

Drink.

Do Laundry.

french fries, bacon, queso, house fry sauce, mustard, grilled: pickles, onions, jalapenos.

Bourbon caramel fries

sweet potato fries, bourbon caramel sauce, powdered sugar, cinnamon, shortbread. source: washbangers.com

friday, nov. 1, 2013

source: flipandpeel.com

Spelling it out

G R U B

Good people Real food Unique vibe Big flavors source: grubburgerbar.com

the roar | entertainment | 15

friday, nov. 1, 2013

meet alice

Theatre to perform new twist on classic ‘Alice in Wonderland’ play next week stephanie palazzolo | staff reporter

Everyone knows

the story of “Alice in Wonderland,” the tale of a little girl who falls down a rabbit hole into a world of ridiculousness, where a cake can make her grow immensely large and a talking caterpillar can give advice on identity issues. On Nov. 7-9, though, Tiger Theater will be performing their own adaptation of the classic children’s story with one major difference: Alice is insane. “‘Alice Goes Down the Rabbit Hole’ is the story of a girl who’s gone insane and lost herself in the book of ‘Alice in Wonderland’,” theater director Randy Williamson said. “Characters pop out of her mind and onto the stage to try and convince her that she’s actually a girl named Mary Ann, and is in fact insane.”

“Alice” has a more bizarre feel than previous productions, bringing a challenging new genre to the actors, actresses and technical staff.

“All of these characters are people that [Alice has] created in her mind that try to convince her that she’s mad,” junior Tara Lokke, who plays Alice, said. “But she doesn’t like to think so, so it’s this struggle of her coming to the realization that she’s insane.”

Another critical character is the Cheshire Cat, played by sophomore Savannah Barrera. “[The Cheshire Cat is] kind of like Alice’s conscience because Alice is hallucinating things and imagining other inmates as these characters,” Barrera said. “Since the Cheshire Cat narrates the whole story, [she] controls everything that happens.”

Although many people focus on the actors and actresses on the stage, students behind-the-scenes polish up the show by making sets, programming lights and helping actors and actresses with blocking.

Barrera, in addition to playing the role of the Cheshire Cat, is also the head costume designer.

With a large 30-person cast, Barrera’s responsibilities include a large variety of activities.

“I’m in charge of making sure it all gets done, [whether it’s] making sure all of [the costumes] fit, making the actual costumes if I have to, or altering and painting,” Barrera said. “But in the end, it’s my responsibility if anything goes wrong.”

Junior Jasmine Daniels also plays an important, but underappreciated, role as the stage manager. As stage manager, she oversees rehearsals and keeps records of attendance and blocking.

“I make sure the rehearsals are going smoothly,” she said.

“I give people their blocking if they’re absent, late, or can’t remember, keep track of attendance and absences, keep a script with all of the blocking and make sure everyone is doing what they’re supposed to for the show on the actual performance dates.”

Being so involved with “Alice” may sound tiring to some, but Daniels said she finds it rewarding. “[Because] I’m there for all of the rehearsals, I know what’s going on,” Daniels said. “[Getting to see] how everything is unfolding and coming together is definitely the best part.”

“Alice” is only the start of the

PHOTO OF TARA LOKKE BY DANA BRANHAM

busy year theater has planned.

This school year, they will perform a total of 11 productions, from musicals to plays. Theater will also host their Children’s Theater Workshop, take a trip to the Texas Education Theater Association’s annual conference, and compete in UIL One-Act competition, in which they have the opportunity to advance up to the state level.

Actors and technical staff work together to create productions, and they all can agree that both are needed to create a quality performance.

“The actors could put a show on with no set, no sound, no lights—you can totally do that— but the technical aspect in the shows makes it have guts,” Lokke said. “You can’t have a show without the actors, but it’s not a show without the technical side.”

Audiences should be warned that “Alice” is nothing like the original children’s book.

“This is not Disney’s ‘Alice in Wonderland’ where you’re going to leave saying, ‘Wow, I feel great about myself ’,” Williamson said.

“This is going to be ‘Alice Goes Down the Rabbit Hole’ where you leave asking yourself, ‘Wow, am I really sane?’”

Senior Emily Savage, playing a flower in “Alice Falls Down the Rabbit Hole,” gives a frightened look as she addresses senior Tara Lokke, playing Alice. PHOTO BY DANA BRANHAM

“Alice” debuts Nov. 7-9.

Want a sneak peek? Scan the QR code or visit bit.ly/17txy0I to check out a trailer for “Alice Goes Down the Rabbit Hole.”

Senior Brent Price leans forward out of a jack-in-the-box prop. The play centers around Alice, played by Tara Lokke, a young girl who finds herself in a new world where she questions her sanity. PHOTO BY DANA BRANHAM

16 | etcetera | the roar

friday, nov. 1, 2013

MASCOTS UNMASKED

Familiar figures reveal personalities, discuss duties of position channing young | sports editor

W

hether they’re performing for the student body at pep rallies, pumping up the crowd on Friday nights or just dancing around in their tiger suits, Consol’s mascots are always full of spirit. Though the student body sees them only as Ty and Tina, beneath their masks, it’s junior Randy Westmoreland and senior Aly Herrera’s vivacious personalities that make them the fun and hilarious mascots they are.

Westmoreland has wanted to be a mascot since his freshman year.

“I’ve been really wanting to do it from the start,” Westmoreland said, “but I never really had the confidence.”

Since Westmoreland was the only person to audition for the role of Ty, the process was quite simple, and he was able to step into his new shoes right away.

Herrera, anticipating an enjoyable way to be involved in school spirit, offered to take the other mascot position when she heard the school was in need of a female mascot.

Herrera and Westmoreland have found that being a mascot is more than merely dancing around in a tiger suit. They must practice twice a week as well as prepare for bi-weekly pep rallies. Both agree that preparing for the pep rallies consumes a lot of time and calls for much more work than one would expect. For example, the mascots must prepare their own pep rally skits.

“They [the cheer coaches] give us an idea, and then we just think about what music will work best with the skit and such,” Herrera said.

Westmoreland attended camp with the cheerleaders this summer for further training. While the cheerleaders were at their cheer

camp, the mascots attended their own camp, during which they learned how to get the crowd excited for the football games.

“It was really fun, and I made a lot of new friends,” Westmoreland said. “We learned how to look animated, use props and pump up the crowd.”

Varsity cheerleader senior Thao Huynh agrees that the mascots are extremely important to invigorating the crowd.

“They bring everyone together,” Huynh said.

Herrera and Westmoreland both say that performing at football games is by far their favorite part of being a mascot.

“There’s a lot more people, and they look at you, and you try to get them pumped up and they do, because you’re a tiger walking around and they know you’re hot so they cheer,” Herrera said. “At the games it’s about the football players, the cheerleaders and the mascots.”

Serving as mascot allows the mascots to just be themselves and have fun. They get to do their own thing.

“I basically just dance with the band,” Herrera said. “Whatever the band plays, I dance with them.”

Huynh says that the mascots’ personalities play a huge role in involving the crowd and pumping everyone up.

“The people who are inside of [the tiger suits]—they’re just so funny,” Huynh said.

The mascots are the spirit of A&M Consolidated. Whether they’re dancing with the band, “shaking their tiger” with the cheerleaders, or jumping at the end of the field when we score a touchdown, Ty and Tina are always at the games cheering the school on.

“Being mascot allows me to get my creativity out,” Westmoreland said. “I get to be myself.”

PHOTO OF RANDY WESTMORELAND BY CHANNING YOUNG