Issue One of the 2014-2015 Lance

September 12, 2014 sports Check out Page 13 for the Westside vs. Prep photo essay.

the 8701 Pacific St. Omaha, NE 68114 Volume 59 Issue 1

Lance

ALS ICE BUCKET CHALLENGE EXPENSES administration

$ (millions)

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14%

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28% research

$88.5

19% community

32%

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$94.3

7%

fundraising

$79.7

service

education

$70.2

70

$62.5

60

$53.3

50

$41.8

40 Graphic by Allie Laing Design Editor

Aug. 21

Aug. 22

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increase in donations (one week-2014)

Facebook

2.4 million posts made about the ALS Ice Bucket Challenge and 25 million users who have commented on posts about the challenge.

-BBC News

Instagram

3.7 million videos uploaded with the hashtags #icebucketchallenge or #ALSicebucketchallenge. Justin Bieber’s video is the most popular post.

Twitter

4.5 million mentions on Twitter, and the ALS Foundation’s Twitter followers have increased from 8,975 to 22,200.

-BBC News, Twitter

-BBC News

Family affected by ALS supports viral fundraiser celena sheperd staff writer For junior Sabrina Severin and freshman Samantha Severin, their 2012 Thanksgiving dinner consisted of watching their grandmother confined to a wheelchair, unable to taste the fresh turkey at the center of the table.

Unable to carry a conversation with her family.

Unable to laugh at their antics.

Unable to utter words of affection and admiration to her family ever again.

That year was their grandmother, Helen Severin’s, last Thanksgiving. She passed away two years ago from Amyotrophic lateral sclerosis (ALS), an incurable disease which degenerates muscles and paralyzes victims.

Over the course of one year their grandmother lost the ability to speak. She could no longer chew and swallow and was forced to get a feeding tube. “[The disease] started paralyzing her body and she couldn’t move [anymore], then it just took over,” Sabrina said.

ALS takes away the victim’s voluntary muscle movements. The Severin sisters noticed the disease taking its toll on their grandmother during family holidays, making simple activities a challenge.

“Thanksgiving is where you eat a ton, and she just couldn’t eat,” Sabrina said. “It was really difficult to watch her struggle.”

Sabrina and Samantha were told their grandmother had one year to live. They tried to make the best of it by spending as much time with their grandmother as possible and appreciating her while she was alive.

The sisters have adopted the same positive outlook when it comes to the attempt to find a cure. They both participated in the ALS ice bucket challenge, founded by former Boston college baseball player, Pete Frates who had to retire at age 27 due to the disease.

“If my nana were still here, she would really like [the ALS ice bucket challenge],” Samantha said. “I think she would be glad someone started this and that people are trying to figure out something to help people and inform them about the disease.”

To complete the ice bucket challenge the participant must first record a video of ice continued on page 2

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news

ALS: Students complete challenge to honor grandmother continued from page 1 water being dumped onto them. Afterwards, they nominate or tag others to partake in the challenge.

Once the ice bucket challenge is completed, many people donate money to the ALS Association website. This year alone, $94.33 million has been raised, according to BBC News. Sabrina and Samantha both agree that whether money is donated or not, it’s acceptable because curiosity is sparked and awareness is still being spread about the disease.

An abundance of people have taken part in this challenge, including famous athletes, celebrities and well-known politicians. The walls of West-

side High School are no exception. Students and staff members alike have also participated in the ice bucket challenge.

When surveyed, 75% of Westside students who participated in the ALS ice bucket challenge said they were not aware of what the disease is. The survey was out of a pool of 87 random students from various grades.

The same disease that students don’t know about took the Severins’ grandmother’s life. We can’t bring back those lost from ALS, but we can try to prevent numerous deaths in the future.

The Severin sisters hope to help educate the staff and student body about ALS. They also hope that, through fundraising, scientists may be able

to find the source of the disease, a way to slow it down or a cure.

Sabrina and Samantha never got to hear their grandmother’s voice on the last Christmas they spent together. Emotions ran high that day, and Sabrina recalls it being hard to give even a simple thank you after receiving a present from her.

The Severin sisters know firsthand the effects of ALS because they had to watch their grandmother slowly suffer through them. Yet somehow their final words about the topic are not ones of negativity, but ones of hope and optimism.

“Cherish the time that you have with [loved ones],” Sabrina said. “They go slow, and it’s hard, but they’re still there.”

Physical education instructors participate in the ice bucket challenge on the football field on Aug. 20. Many other groups at school were nominated, including ATSC and Westside Wired. Photo by Mitch Francis

EDUCATION ALTERATION

Elementary schools restructure schedules, classes Connor fl ai r ty News Editor The landscape of learning is changing now more than ever. Classrooms are utilizing new technological resources like iPads in every class, and the core curriculum is a constant topic of discussion. For Westside elementary schools, another change went underway this year.

The staffs determined that the scheduling method that had been implemented for decades was simply inefficient and needed to be replaced.

“The schedule really lacked a focus on student learning,” said Mark Weichal, Assistant Superintendent for Teaching and Learning. “We wanted to take this schedule and make it consistent across the board.”

The new schedule consists of nine periods, which are designed to be more focused and effective for student learning. One advantage for Sunset Hills sixth grade teacher and school writing chair Deborah Kruse is the increased time for language arts. For example, rather than splitting kids into special groups like EY and special education, all the students and teachers get together in one room to collaborate and save time.

“Collaborating can be extremely powerful and best for the students,” Kruse said.

According to Kruse, although the collaboration is designed to be more efficient, it is something that is hard for teachers to get used to.

“Bringing teachers together, you need to have time to plan, and teachers really don’t have much time,” Kruse said. “Hopefully time will simply fix things.”

Weichal, however, considers the schedule a minor change.

“Really, it’s always been this way,” Weichal said. “There was always a loose block schedule.

Now it’s just a more uniform schedule.”

Westside schools are not the only district to

change. Other schools across the country have been following the same or similar systems. The scheduling concept was invented by Robert Canady, a University of Virginia professor.

“He really is the guru behind this type of scheduling,” Weichal said. “He’s written books and articles over this, so the first thing we did was bring him in so we could lay it all out and then implement it.”

However, while the administration is confident in their decision to switch to the new schedule, they expect issues as well.

“As we started using the schedule, we saw some things we needed to tweak a little bit,” Prairie Lane principal Jennifer Harr said. “Not necessarily bad things or major things, but we need to make it work for all.”

One issue in particular was the change of gym class. Rather than a short period of gym every other day, classes have an extended period once every four days.

“When a building uses a gym as their cafeteria, there is a very small window of time to eat between classes,” Harr said. “What we had to end up doing is changing gym times. Kids are still getting the same time for gym class, just in a different way.”

Another issue some teachers are facing is the large chunks of time without break time scheduled in.

“When you’re teaching a 90 minute block of math to first graders, some teachers will run into trouble,” Kruse said.

However, Harr claims that the changes are for the better. He believes they will be a huge gain for Westside schools and, more importantly, for the students.

“They have an uninterrupted chunk of time to learn,” Harr said. “Also kids love routines and consistency, so it will really help the kids in the end.”

Mr. Leon Micke’s fourth grade students watch a powerpoint during media class with the librarian, Ms. Alex King on Sept. 9 at Prairie Lane Elementary School. Students learned how to check the status of books in the library via their iPads. Photo by Sarah Lemke

news

Family displaced after parents’ death lia hag en

copy editor When sophomore Jasmine Pivonka returned to the scene of her parents’ fatal car accident, she collected everything worth keeping.

Her mother’s torn shirt. Her father’s business cards and glasses. A glove from his work. The broken headlights and car keys. A soda can.

These were the items left behind by the detectives, ignored by those who first witnessed the wreckage. They are the last things her parents touched. They lay alongside the tire tracks, marking the place where Frank and Yvonne Pivonka swerved into the trees in an attempt to avoid hitting a deer on July 28. To Jasmine, they are a reminder.

“I kept all of it,” Jasmine said. “It reminds me that they not only died, but a part of them is going to be with me 24/7.”

Recently, Jasmine has needed that reminder more than ever. On Aug. 19, a judge ruled that Jasmine and her four underage siblings had to move to Texas to live with her paternal grandparents. Their grandparents were chosen as temporary guardians largely because they offered financial stability for the children. While her older brother, senior Frankie Pivonka, initially approved of the judge’s decision, Jasmine and her sisters wished to remain in Omaha.

“I didn’t even get any time to grieve in Nebraska,” Jasmine said. “I left everything behind. I can’t visit my parents’ grave anymore. I feel like I lost more than just my parents. I lost myself, faith, hope, and my immediate family.”

Among those Jasmine had to leave behind is her sister, Westside graduate Sabrina Pivonka. Sabrina is the second of seven Pivonka children, and, despite the wishes of the family, she is the only one of the children remaining in Omaha.

“I would’ve much rather had them be here so we could have all gone through this together,” Sabrina said. “It’d make me a little happier because I’d still have a part of mom and dad other than myself.”

Both Jasmine and Sabrina were close to their

parents. To Jasmine, her father was a source of wisdom and support. Both father and daughter were musicians, and he was always there to help her pursue her interests. He was the first person she went to with her problems. Sabrina also felt her father was a constant source of support in her life.

Their mother was an equally important person in their lives. According to Jasmine, she could always be trusted to love them unconditionally.

Both parents worked together to make sure their family was always happy and fulfilled.

“Before all of this, I couldn’t imagine having anyone else in my life,” Jasmine said. “Seeing them interact with all us kids is something I got so much joy from.”

Fortunately, Jasmine and her siblings have not been alone in their time of crisis. Their maternal aunt, Cathy Cattlett, stepped up to support them after their parents’ fatal accident.

Jasmine describes her aunt as the “number one supporter of my family from day one.” The Pivonka children lived with Cattlett and her family in the time between the crash and the court’s decision. Cattlett is seeking to reverse the court’s decision and obtain permanent custody of the children.

According to Sabrina, Cattlett began to care for the family as soon as the news was released.

She purchased new beds, re-enrolled the children in school and was in the process of searching for a new, larger home for the family. Today, she is engaged in a court case that aims to bring the children back to Omaha to live with her.

Jasmine and her siblings believe this is the best option for their family. Even Frankie, who wished to move to Texas initially and helped to influence the judge’s decision, now wishes to return to Omaha and live with Cattlett. Sabrina believes it is because he has seen the differences between how Cattlett and their grandparents treated the children. To Jasmine, those differences have always been glaring.

“My grandparents have never been there for

our family,” Jasmine said. “Once this situation happened, my aunt supported us, not my grandparents.”

Sabrina, who has kept in close contact with her siblings throughout the crash and subsequent move, understands this better than most. She has also joined the fight to return her siblings to Omaha, though she is not involved in the legal process.

Her primary project has been a petition that aims to raise support for their return. The petition currently has over 600 signatures and can be found here: http://www.change.org/p/thecourt-bring-the-pivonka-sisters-home. Though some have called her selfish for wishing her family would return to live in her home city, she believes she is acting in their best interest.

“The second they tell me they’re happy in Texas is the second I’ll leave it alone and leave them be,” Sabrina said. “But when I listen about how unhappy they are and how they hate it, [I know] this is where they want to be, and I’m going to help them get their voice heard.”

According to Jasmine, that second will never come.

“Texas is [not] and never will be my home,” Jasmine said. “My parents would [have] wanted me to stay in Nebraska.”

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The Pivonka family poses for a photo. Their parents, Frank and Yvonne, died in a car accident July 28. Photo courtesy of Jasmine Pivonka

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opinion

Lance

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Editors-in-Chief Estella Fox, Nata Ward; Managing Editors Grace Fogland, Jace Wieseler; Copy Editors Lia Hagen, Libby Seline; Design Editor Allie Laing; Business Manager Jakob Phillips; News Editors Connor Flairty; Opinion Editor Sarah Hermann; Sports Editor James Buckley; Arts & Entertainment Editor Elise Tucker; In-Depth Coordinator Audrey McCann; Cartoonist Maddie Look; Staff Writers Alexis Bergin, Connor Castleman, Nicole Degand, Kayla Kyle, Andrew O’Donnell, Celena Shepherd, Connor Tucker, Eva Wetzel; Sports W`riter Jack Cohen; Staff Designer Casey Arritt; Photo Editors Mitch Francis, Sarah Lemke; Photo Staff Taylor Schendt; Media Coordinator Aren Rendell; Adviser Jerred Zegelis.

Illustration by Maddie Look and Andrew O’Donnell

Editorial

Education changes lessen student creativity This year, Westside Community Schools toed a delicate line.

In an attempt to make its school schedules more cohesive, a new system was introduced for all 10 elementary schools. It’s made up of nine, 45 minute blocks and stresses the importance of science and math. It also cuts down on the time spent in recess and physical education classes.

Fortunately, this seems to be a fairly small issue. The changes have not redefined how Westside’s children learn, and, in this case, focusing on accountability and more set scheduling seems to have been the right move. The problem isn’t Westside’s specific attempt to change its ways. Rather, this attempt is indicative of a much larger fight. For many years, schools have been walking the line between ensuring each student receives an education and harming that education with an emphasis on uniformity.

It’s true that we need to create a greater sense of accountability within our schools. Obviously the quality of a student’s education should not be determined by the school they attend. That said, we should not be creating a less nuanced system. Rather, the government should stop treating schools like a monolith. We need a school environment that prioritizes the individual and teaches valuable life skills. Unfortunately, our attempts to hold teachers and administrators accountable have only pushed us further away from the ideal system.

This problem began decades ago and was exacerbated by the 2002 No Child Left Behind Act and President Obama’s Race to the Top. Both programs emphasize the importance of annual standardized testing to determine student skill. They provide financial incentives to states that perform well in an attempt to push them to meet the federal government’s educational standards.

The problem with these programs, of course, is that they don’t work. One of the largest goals of the No Child Left Behind Act was a 100% proficiency rate on standardized tests by 2014, a number we are nowhere near. In fact, nearly half of schools did not meet this standard in 2013. As a result, President Obama has had to waive the law for 10 states that do not expect to meet the guideline and have proposed alternative plans to improve their educational system.

The failure of this bill is also clear when it comes to our international rankings. Since the passage of the No Child Left Behind Act, America’s rank-

Warrior Voice

ings in math and science have actually dropped. This is ironic as our low math and science scores were part of the reason the bill was introduced in the first place.

Not only are they failing at what they’re designed to do, they’re also creating unintended consequences across the country. A University of Maryland study found that, since the No Child Left Behind Act was passed, the pressure teachers feel to teach to the test has lead to a decrease in complex assignments and cognitive growth in the classroom. Students are being taught to memorize rather than to think creatively, to recite before we learn how to deduce the correct answer.

The effects of this focus are easy to see. According to a study by William and Mary College in 2011, Americans today are growing less and less creative. Likewise, American teens and children now tend to be less creative than their parents. While the study could not come to a definitive conclusion, researcher Kyung-Hee Kim believes the decrease in creativity could be caused by the testing movement and the more structured school system.

According to Kim, creative students are no longer being given a chance to express themselves. This creates a school environment that is harmful for students. Creative students are 52% more likely to drop out of high school when they are in a restrictive school environment, and, as the focus on math and science grows, students who are less creative do not have the opportunity to become more innovative.

This change is unacceptable. Creativity and critical thinking should not be expendable within our system, particularly if our aim is to compete on the international level. We may become the most skilled test takers in the world, but countries that emphasize only test-taking skills don’t create innovators.

There’s a reason America has always managed to maintain its dominance in fields like math and science despite relatively low international test scores, while countries like China often struggle to gain a foothold. It’s because we’ve typically been a country that attempts to not only teach its students the answers, but also how to find those answers themselves.

We can’t stop looking for those answers. It’s time for us, as a school and as a district, to realign our priorities and redefine what it means to be a successful student. It’s the only way for America’s students to obtain the education we deserve.

How well do you think standardized testing measures intelligence?

freshman

JuNIOR

SENIOR

Librarian

Naglaa Mohamed

Abdinasir Abdi

Alex B erg m a n

“You’re smarter than what your test scores say.”

“Just because you took a test doesn’t show how smart you are.”

“It’s more about memo- “Intelligence goes way rization and the ability to beyond what you write sit still for 40 minutes.” on a piece of paper.”

Carrie Turner

Opinion

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Dress code is unfair to girls

When I entered homeroom Aug. 28, we were told we needed to attend a mandatory meeting in the auditorium. I do admit to spacing off a bit during the presentation; after all, I woke up no more than 45 minutes beforehand.

While I was deep in my early morning thoughts, a certain comment captured my attention.

When going over the “WARRIOR” acronym, SARAH H E R M A N N a staff member made OPINION EDITOR a comment about one of the “R’s” standing for respect. According to the administrator, the clothes teenage girls wear nowadays determine whether or not they have respect for their bodies.

Throughout the first few weeks of school, Westside students took to Twitter to respond with an outpour of angry comments about the topic.

Many of the tweets said the new guidelines aren’t necessary. Others said the administration is being unfair towards students.

Personally, I understand where the administrators are coming from when they set these guidelines. Rules and guidelines play an important role in teaching students to do the right thing and letting students wear whatever they want wouldn’t be acceptable, considering some students don’t choose appropriate clothing.

I’m not at all upset about having a dress code.

I’m upset at the reasoning behind certain guidelines.

The most discussed issue with the dress code is sexism. When looking at the Warrior Handbook, one of the first things you notice is the differences between the guidelines for girls and the guidelines for boys. Girls have significantly more rules.

In the past, there were obviously many problems in society concerning the small amount of rights women had compared to men, which caused these problems to carry over into the dress code. Although some of these issues have been addressed, there are still more, including our freedom, our right to control our bodies and our clothing choices.

The problem with this is that wearing these clothing items shouldn’t have been restricted in the first place. It should be totally okay for women to be confident in their bodies and want to express their confidence to others. Unfortunately, our administrators still don’t understand this.

When talking to my friend about the dress code, she told me a story her friend told her.

When attending a class here at Westside, she witnessed her teacher giving a lecture about inappropriate clothing. A female student was wearing a tank top that covered half of her shoulders, which was what sparked this topic of conversation.

During this lecture, he said that he doesn’t want teenage girls to wear tank tops in school because he doesn’t want students to dress sexually in a school environment.

This is ridiculous. Teachers should be able to refrain from sexualizing minors who are just dressing to be comfortable, and women shouldn’t have to change their style because of the opinions of men. It’s also impossible for teenage girls to buy a separate wardrobe for school.

Clothing that doesn’t cover every single part of your body shouldn’t be considered “sexual clothing.” There comes a certain point where clothing is inappropriate, but most clothing that is considered inappropriate shouldn’t have to be.

Yes, it is natural for teenagers to want to dress nice for other people. This applies to everyone, whether they are dressing for that cutie in their History class or they just want to look presentable.

Still, wearing shorts that are higher than midthigh doesn’t mean they want to attract anyone.

The clothes we wear shouldn’t give off the impression that we don’t have respect for our bodies.

If it isn’t possible for us to change the dress code’s guidelines, the administration should at least acknowledge that we have good intentions when picking our clothing choices.

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TAKE CONTROL

Graphic by Casey Arritt

Students should be able to make their own choices Going into my sophomore year of high school, I was determined to take control of my own life. I was going to make my own money, be more confident when dealing with my friends and most importantly, take control of my schedule.

Last year, talking about my classes and my path in life made me feel like a child. When I spoke, I wasn’t heard. My counselor told me which classes to take and when to take them. Discussion was almost nonexistent, and I had to fight for the electives I wanted. alexis b er gin I felt like a kid being scolded evstaff writer ery time my school schedule came up. This isn’t how high school is supposed to feel.

In high school, we’re told every day we need to be responsible. Yesterday, I overheard a teacher telling her student that we need to make our own decisions because “no one will be there to hold our hands anymore.” Yet when there is an opportunity for us to have control, the adults step in and take the wheel.

Yes, students need some guidance at times. We need someone to help steer the ship. However, even when we are confident in what we want for our lives, counselors can begin to do what they think is best instead. They forget we need a say in the matter too.

While they’re busy creating a path for their student’s life, they’re wasting time they could be using working with their

student to make sure they have their own wants and needs fulfilled.

This isn’t to say that counselors don’t try to help. They do try, but when they’re there to help, they should take the other person’s thoughts into account. This means listening, giving options and making students feel welcome and comfortable voicing concerns. Sometimes the helping turns into controlling. Instead of feeling safe, students feel pressured to sit down and listen to the adult sitting in front of them.

This problem becomes even worse once the counselor gets to know a parent or guardian. My counselor will threaten to call my grandfather, putting me in a position that forces me to do what she wants. Wanting to talk about my options doesn’t mean I want my parent to know about them. I understand that when making a big decision, consulting an adult can be in the best interest of everyone involved. They are responsible for you and care about you.

On the other hand, if I want to explore what kind of classes I could be taking and different paths I could follow, I’d like to keep that information to myself for now. Using a parent against a student to make them stay on the path that a counselor chose is wrong. This can create a very hostile situation.

We should take advantage of the freedom we get here at Westside. We are growing up and learning. We aren’t children anymore, and it’s time for everyone in the school to realize we are capable of making our own choices. We’re young adults, and we deserve to be treated as such. If no one in high school is here to hold my hand, then I don’t want my hand held.

[Counselors] forget we need a say in the matter too.

PowerGrade A

To tech updates such as lightweight new MacBooks, convenient Gmail accounts that can be accessed from practically any device and a stronger Internet connection. There have been bumps along the way, as always, but Tech Support is really keeping us up-to-date.

B-

To bagged milk. It’s a squishy alternative to bottles that packages our milk without producing needless waste. With that said, some people will always prefer the simple dignity of a carton and feel uncomfortable drinking dairy like it’s Capri-Sun.

D

The traffic flow in the cafeteria at the beginning of lunch mods is, simply put, claustrophobia-inducing. Purchasing food at that time can take twenty minutes and involves elbowing your way through a massive swarm of people. Isn’t there a better way to queue up the crowd of hungry high schoolers each day?

Opinion

6

Computer science needed for new generation

If I asked you what you knew about computer science, unless you have taken a computer science class, you would probably say something like, “Crazy algorithms,” or “I don’t know.” This is exactly what a few Westside students said when I asked them about it.

These same students are computer literate. Computer literacy is ubiquitous.

Somehow, though, computer science education isn’t.

Computer science Aren r e n d e ll courses are required in media coordinator few American high schools. In fact, according to a TIME report, only 10 percent of US high schools even offer programming classes.

Schools are content with making sure students are computer-literate, which is the English equivalent of teaching students how to read without teaching any writing or verbal reasoning skills.

Because of this, students — most people, really — don’t know what coding is and how it makes computers do the things they do. While I don’t fully understand these things, a few hours of online courses have given me a pretty good idea.

Things students associate with programming, like crazy algorithms and hackers, have something to do with computer programming, but for this to be the limit to computer science knowledge in a world where computers are vital is unfortunate.

Math concepts, on the other hand, are wellunderstood. High school graduates know Algebra and Geometry at the least and understand how to use them. This makes sense, as there’s no denying the importance of math. Virtually every career field requires some form of math.

Computer science is equally as important, though. Just like math, computer science skills — understanding how to code and how a computer processes code — are highly intertwined with most careers, as courses in this area teach logical reasoning and problem solving.

By never taking a computer science class at Westside, I missed out on the opportunity to have a teacher guide me through the process of learning how to code, which I now regret.

To keep students from missing the chance to learn even the basics of programming and to move learning beyond simple computer literacy, Westside needs to require students to enroll in programming courses. In a district privileged enough to have one-to-one devices for grades K-12, the only limitation would be the number of teachers.

Required courses at Westside provide students with basic information about how important things work. Think American Government, which teaches students the basics of our government. Furthermore, these courses provide students with a new way of thinking and a chance to experiment with a possible career field. Computer science courses do both of these things.

In a programming course, you will learn how to answer, “What is computer coding?” You will learn a new process of thinking, as you will learn to think like a computer. Most importantly, you will be able to experiment with a possible career field that earns, on average, just over $78,000 a year.

This change would take time and money from the district, but with the computer infrastructure in place, District 66 needs only set the goal of having every student take a computer science course and it will happen. It would put Westside well ahead of most high schools and right in line with the 21st century.

Until our school catches up and treats computer science courses like the other core subjects, though, I urge you to check out Westside’s introductory computer science class. At worst, you’ll gain the ability to answer a 21st century question.

At best, you’ll find something you love with growing career opportunities.

CENSORE

“SCANDAL”

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Graphic by Allie Laing

Nude photos not public property

According to the media, a scandal emerged earlier last week.

Someone found a bug in the iCloud storage system, stole nude photos from several celebrity women and leaked them on the web for everyone to see. Dozens of women were targeted, including Jennifer Lawrence, Kate Upton and Ariana Grande. Immediately, news networks exploded, painting these photos as a scandal.

Scandal, implying these women have something to be embarrassed about. Scandal, as if it was their choice to release those photos.

Estella fox In reality, this incident was editor-in-chief far from a scandal. It was a sex crime. These women shouldn’t be shamed for taking photos of themselves. Everybody (yes, even celebrities) has the right to take photos of whatever they want and save it on their personal cell phone. It is a blatant breach of privacy when someone hacks into an account, yet the media pounces on these women like they have done something inherently wrong. These women are not to blame. Rather, they are they victims.

This problem has come up before. When a nude photo of High School Musical star Vanessa Hudgens was leaked on the Internet, she released a statement saying she was “embarrassed over the situation” and regretted taking those photos. Even Disney made a public statement, saying “Vanessa has apologized for what was obviously a lapse in judgment. We hope she’s learned a valuable lesson.” She

had nothing to apologize for, yet she was treated like a child who didn’t know what she was doing. Although she was an adult who was doing something perfectly legal in private, apparently it was a “lapse in judgement.”

Several stories say these women should have “known better” than to keep photos of themselves on their own private account. They aren’t responsible for making sure their photos are completely secure — just like it isn’t women’s responsibility to dress or act a certain way so they aren’t sexually assaulted, or homeowner’s job to board up their windows to ensure they won’t be robbed.

This problem is not limited to the media. Like it or not, the media is a reflection of us. We’re posting, searching and tweeting about every nude photo leak, perpetuating the exploitation of the female body.

The Omaha Purge is a perfect example of this. It was an Instagram account created exclusively for people to send in nude photos they have received so they can be posted online.

The account targeted minors and required users who wished to view the photos to promote the account. Effectively, this means students involved are at fault on two accounts: viewing nude photos without consent, and encouraging the viewing of these photos by helping others find it.

Make no mistake, this is not harmless fun or a typical prank. It is a sex crime. Viewing any nude photo without the person’s knowledge is a violation of consent, and in the case of the Omaha Purge, distribution of child pornography.

We, as a society, need to realize that we don’t have a right to womens’ bodies in any circumstance, whether it be in person or on the web. It’s time to give everyone the basic respect they deserve.

In reality, this incident was far from a scandal. It was a sex crime.

Waiting for Westside’s Wifi

Graphic by Sarah Lemke

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7

Junior returns from life of terror in area of conflict Allie L ai n g

Design Editor Junior Majdi Alkarute knows what it’s like to live in fear. For two and a half years, bombs and riots were his alarm clock.

Alkarute was living in Jerusalem without his father when the Israeli Defense Force (IDF) launched Operation Protective Edge in Gaza.

This military offensive made living in the country much more dangerous.

“Imagine living next to your worst fear,” Alkarute said. “After a boy in my neighborhood was burned, it became full of riots. All through the nights, there were echoes of gas bombs, fireworks and bullets.”

According to BBC News, over two thousand Palestinians were killed from July 8-Aug. 27. Not only missiles, but also anger and fear were being launched in every direction.

Alkarute moved from Omaha to Jerusalem with his mom in 2012, leaving his father behind in Omaha.

“My dad has a business here, which made him unable to come with us,” Alkarute said. “This made things more challenging. Not having my dad meant I had to go through things alone sometimes.”

Although Alkarute was able to learn to be independent, a simple mistake could be disastrous to someone living in Jerusalem.

“Stranger danger is a big reality, especially with the operation and its consequential hostilities,” Alkarute said. “Riding the tram or the ‘wrong’ bus can and will most likely get you seriously hurt or killed.”

For Alkarute, living in a city with streets full of riots and shattered glass was worth it to live with his family. Although he only saw his father for two weeks every three months, his family helped him through everything they could when it came to government documents or bills. These documents are written in Hebrew, a language that neither he nor his mother were familiar with. They could not

have completed them without the help of their family.

With his father staying behind in America, he and his mom also struggled with finances.

“My dad coming with us would have helped because he would have taken the responsibility to pay and organize everything for us,” Alkarute said.

Everything in Jerusalem is significantly more expensive than in America. The shekel, the currency in Israel, is equal to one third of an American dollar. Where Alkarute was living in Israel, everything was three times more expensive than it was Omaha. For example, a gallon of milk costs over $14 in American currency, compared to the average $2.48 at your local Hy-Vee. With his mom not working, the Alkarutes were dependent on their grandparents and his dad who was making his living back home. Luckily, his family was nothing but supportive.

“I have been lucky to be surrounded by amazing, culturally enlightened, open-minded people,” Alkarute said.

Having a close family made him feel safe in a city during a time of danger, even when he was in close proximity to it.

“When kidnappings first began, we all stayed home,” Alkarute said. “I couldn’t go anywhere because I was only five minutes from the Epicenter where the Arabs were getting together to protest.”

This year, Alkarute made transitioned from living five minutes away from protests to having five minutes to get to his next class. He did this in order to be back in the same city as his father.

Although walking in the Westside halls is a drastic change from his life in Israel, it wasn’t a hard shift for Alkarute to make. He had a support system made up of his friends to welcome him back into Westside.

“Coming back to a huge school with thousands of new kids and classes, I really felt lost sometimes,” Alkarute said. “My friends were the biggest support. They gave me personal tours of the school and taught me how to beat the lunch rush.

They have been the best things at school.”

Junior Majdi Alkarute poses in front of Westside High School Sept. 5. Alkarute spent two years in Jerusalem during the time of Operation Protective Edge. Photo by Sarah Lemke

Thank you!

The Westside journalism program greatly appreciates the donations All Makes made this summer. The newest additions to the rooms make our learning environment more enjoyable and productive.

8

Feature

FIGHTING BACK

Student overcomes struggles with divorce, situational depression

Need Help?

Call the National Suicide Prevention Lifeline 1-800-273-8255 *Students’ names has been kept anonymous for their privacy

t h e facts 18 The percent of Americans over 18 years old affected by anxiety

1/8 The ratio of adolescents with depression to those without

2

Women are two times more likely to suffer from depression

3 Suicide’s rank in cause of death for people aged 15-24

40 The amount, in millions, of people who suffer from depression

70

The percent of youth in the juvenile justice system that have at least one mental disorder

50 The percent of chronic mental illnesses that start by the age 14

grace fogland managing editor Depression is like looking through a glitter wand after you shake it — the glitter and water slosh around, obscuring the view. It’s mostly black, with shards of light shining through.

At least, that is how Lucy* describes depression.

“When the contents are settled, you can see right through it,” Lucy said. “But when you’re depressed, it’s all jumbled up, and you can’t see through to what your life is going to be like in the future.”

When Lucy was a freshman, she was diagnosed with situational depression. She had lost the friends she had in middle school, and her parents had began fighting. It started with a fight about food. Her dad wanted to go on a diet, but her mom didn’t want to have to change her cooking.

“It was so stupid at first, but then it turned into a bunch of deep seeded stuff after that one stupid fight,” Lucy said. “My parents started sleeping in separate bedrooms.”

The fighting increased, and Lucy began to suffer as a result. In addition to her psychological pain, she had problems with food and lack of sleep. Sometimes she would binge on junk food, and sometimes she wouldn’t want to eat anything. Without her middle school friends, she had no one to talk to.

“Most people have a rough time in middle school and a great time in high school, and mine was the opposite,” Lucy said. “It went from having everything put together — everything going great — and then everything crumbled all at once.”

She was spiraling.

Lucy’s depression got to the point where she planned her own suicide. Although she never attempted it, she imagined many graphic and detailed scenarios ranging from guns to pills.

“A lot of people talk about how suicide is selfish, but I really disagree with that,” Lucy said. “When you’re in that mindset, you don’t think about any of that. You think about how miserable you are and how much you just don’t want to be there. When you look back on it, you’re like ‘that would have been a horrible decision.’ But you just don’t think about it.”

On the outside, Lucy was still the ‘normal’ girl she used to be. She acted happy. She took extra care to dress well, and smiled more than usual. By putting on that mask, she was able to befriend people at her church, and that was where she met Jack*.

“Jack and I became very close,” Lucy said. “He was the type of person who was up all night anyways, so I could call him at three in the morning, and he would help me through it. Although [other friends] wanted to

make sure I was okay, he was the biggest part.”

Jack’s first impression of Lucy was that she was bold and outgoing. The first time he met her, she playfully took his phone out of his pocket and put her number in. At youth group, she dominated him at Wii games— most notably Just Dance. He didn’t know about her depression until she revealed it to him soon after they met.

“We opened up to each other very early because we were both very lonely people,” Jack said. “We were both kind of having hard times in our lives, and we needed someone to lean on.”

For both of them, the support came from each other. Jack would answer Lucy’s calls no matter what the time. On her worst nights, when the thought of suicide nearly overwhelmed her or she needed to get away from her parents’ fighting, Lucy would call Jack, and he would walk five minutes to her house and comfort her in person.

“There were times where she’d just be crying,” Jack said. “It was bad. Sometimes she’d kind of stare off. One of the times I let her cry… I just held her and comforted her. I just told her that it was going to be alright, even if I didn’t know if it was.”

On those long nights, Lucy was disconsolate.

“At that point, I felt really down on myself, and I felt broken,” Lucy said. “I didn’t know how to put the pieces back together, so I just wanted to throw them away instead.”

She remembers one day when she was at her worst. She was heading down a long school hallway during one of her open mods, and as she walked, she realized that she was the only person there.

The hallway was empty. Nobody was with her.

While Lucy consciously knew that there were other people still in classes, her depressed state caused her to imagine a world where nobody would miss her.

“I was like, ‘I’m literally the only one here. Nobody else would notice if I was gone,’” Lucy said. student “After that point, I was like, ‘whoa. I really have some issues.’”

That was the final push for her to get counseling, and she turned to her school guidance counselor. Her counselor began by making sure she was not a danger to herself and then immediately recommended counseling options.

“It was basically a matter of finding and putting myself in a better place,” Lucy said. “I felt really alone. I had a couple months of counseling, and this guy basically just asked me a whole bunch of questions.”

It was then that she was diagnosed with situational depression. Lucy’s type of depression meant that it was temporary and based on her circumstances.

“The worst thing you can do, even though it seems like the best, is to keep it inside, or not let it bother you,” Lucy said.

“Even if it starts off with having multiple bad days in a row, you have to talk to somebody about it. [Letting it build up inside] is what makes it worse.”

Jack remained a faithful friend throughout Lucy’s struggle.

He was her safety net. His advice for people who notice somebody struggling with depression is to let the person know that you’re there.

“Talk to them,” Jack said. “Just talk to them. It doesn’t have to be a serious conversation. They need to know that somebody cares.”

Lucy’s parents divorced this spring. While the path was difficult as she struggled with depression and suicidal thoughts, she ultimately agreed the divorce was better for everyone.

“It’s a lot less fighting,” Lucy said. “They can remain better friends this way than if they were living together. He’ll come over and fix the technology, and she’ll give him vegetables from the garden. They’re just friends. It’s easier on us.”

Lucy doesn’t struggle with depression now, though she knows it could still return. She still keeps the collection of poems she wrote about escape and tragedy concealed in a batteredlooking notebook. It is covered in scribbles of her name as a way to remember what she went through.

“I found myself,” Lucy said. “I learned that you have to work to make yourself happy. Life isn’t about making other people happy— it’s about pleasing yourself first. I don’t really care what other people think about me because I’m happy with who I am.”

I didn’t know how to put the pieces back together...

Lucy

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9

RUNS IN THE FAMILY

Coach honors paralyzed father through leadership Jack cohen sports WRITER Every morning for the past three years, new head varsity cross country coach Andrew Easton wakes up with the same thing on his wrist: a yellow rubber bracelet, showing support for his paralyzed father.

On Nov. 11, 2011 a sick Andrew Easton Sr. left in the middle of the night to go get some medicine. The drive changed his life forever. It caused his paralysis from the neck down. In Aug. 2013, he had a double amputation to remove his legs because of infection.

Two years after his father’s accident, Easton has come into a new town, a new school and taken on a new coaching position.

The one thing that remains constant is the yellow bracelet.

Easton was born in Gillespie, Illinois. As the son and grandson of two football players, his life has been heavily influenced by sports.

“My dad was the head coach at my high school in football for years,” Easton said. “He was actually put into the Illinois High School Football [Coaches Association] Hall of Fame for the number of wins during his career.”

However, despite his family’s heavy background in football, Easton’s passion was cross country.

“It’s funny; coming from a family of football players, you’d probably expect me to play football as well,” Easton said.

Gillespie High School didn’t have a cross country program when Easton was a freshman, so his grandfather retired from his illustrious football position to begin a cross country program for his grandson. It got off to a slow start.

“For mostly that entire first season, all we did was jog to a nearby park, drink soda and hang out,” Easton said. “None of us really took it seriously. I think we ended up placing last in our conference that year.”

Easton’s family saw his potential and sent him to more established running programs and camps in several other states.

“I went to a lot of camps and learned how to run and the strategies of cross country,” Easton said.

“During that time, my grandpa read and learned about the sport. By my senior year, my grandpa, my dad and I had whipped the team into shape.

We finished my career extremely competitive and placed 11th at state that season.”

The improvements in the team weren’t just from the coaches. Easton emerged as a leader in the cross country team as well.

Easton took over many responsibilities after his sophomore season.

“He had a pretty good grip on how it all worked,” Easton Sr. said. “You could almost say he was more of a player and a coach.”

The men in Easton’s life have been a huge influence in both his athletic and personal life.

“My grandfather was really my inspiration,” Easton said. “He supported me through every decision and helped me succeed in what I really wanted to do.”

Following his high school career, Easton wanted to pursue the next level of cross-country: the college level.

“I wanted to go to a big school,” Easton said.

“I thought I was going to go to Kentucky. I had ran there before and really liked their program, but the summer before my junior year, I ran at the Kansas summer cross country camp and really fell in love with Lawrence.”

Easton experienced considerable success with running, but soon the amount of work that college required proved to be too much. He was forced to quit after his sophomore year.

“I decided not to [run] for my last two years because I was working as a director of a dorm,” Easton said. “So my decision was made because the job was keeping me up three nights a week.

It was a great experience, but the demands of my education and work made it very difficult to run at the same time.”

Halfway through his college career, Easton stopped running daily. It was not until an immense tragedy occurred that he returned to the sport he loved.

“My dad’s accident will be three years ago this November,” Easton said. “Because of that, I started running again. I just got back to enjoying the sport. When I came up here, I had a great opportunity to get back into running with the coaching

position.”

Just as Easton has taken a positive view on the situation, so has Easton Sr. “It’s actually been kind of a blessing,” Easton Sr. said. “It’s made me a lot more patient. I spend a lot more time thinking about things. [...] My life just kind of changed overnight, but I know I have to keep going.”

As he watched his father push forward through his newfound disability, Easton realized how fortunate he was to be able to run.

“If he could take one more step, he would, and I really appreciate that,” Easton said. “I don’t take what I have for granted, [which is] why I started running again.”

Even through all the tragedy and the opportunities to call it quits, Easton Sr. will continue to say that his struggle “isn’t that impressive.”

“What I have to deal with is not as impressive as people who have cancer or Alzheimer’s,” Easton Sr. said. “We all have crosses to bear. We just have to pick it up and keep going.”

At Westside, Easton continues his family tradition of coaching young athletes, a skill that seems to be in their blood. However, now Easton runs not just because he loves it, but also for the person that the yellow bracelet represents.

Boys cross country coach Andrew Easton talks strategy with sophomore Milo Greder before the Charlie Thorell Invitational held Thursday, Sept. 5 in Seward, NE. The varsity boys won the meet for the first time in school history with five runners medaling in the top 20.

Photo by Jakob Phillips

Student vacations to Israel to become closer to her culture, religion KAYLA KYLE

STAFF WRITER

Above: Junior Sophie Budwig stands on Mount Solomon in Isreal. “I hated the hiking because it was really hard at times,” Budwig said. “But looking back, it was a really cool experience.”. Photo provided by Budwig Bottom: Budwig poses for a photo in the cafeteria before school on Sept. 5. Budwig took a trip to Isreal with her youth group over the summer. Photo by Mitch Francis

Rockets flashing, people packed into every inch of every street, safety precautions taken with every single step outside. This is what junior Sophie Budwig was dealing with for a summer when she went to the city she had been learning about her whole life. Budwig was raised Jewish and has since connected with others and had many amazing experiences because of it. As it is a big a part of her life, she wanted to experience the city where it was created firsthand. So off Budwig went.

When Budwig was offered the chance to go to Israel with her youth group for her mission trip, she was naturally excited and anxious. While Budwig was excited for most of the time preparing for the trip, her feelings completely changed when she lost her passport.

“I was starting to think to myself ‘I don’t even want to go, this is dumb,’ but when we [Budwig’s family] found it, I started to want to go again,” Budwig said.

Upon arriving in the country, Budwig realized she didn’t have much to worry about.

“Everyone was so friendly, and it’s cool to see how similar we really are,” Budwig said.

Budwig found herself loving the people she was around and feeling comfortable in the place she was going to be calling her home for the next month and a half.

The youth group sought out to absorb as much of the culture as they could and to connect more with their religion through being in the place Judaism was born.

“The entire trip was based around the fact that we were all Jewish,” Budwig said. “It was really interesting to actually be able to see all the places the history took place that I always

hear about but could never imagine.”

Budwig’s trip to Israel was not as grand as she imagined it would be though. This was due to the serious Israel-Gaza conflict that she found herself in the middle of. When they arrived, no one in the group really knew how to handle the situation.

“People were making up rumors, and no one really knew what was going on,” Budwig said.

“But once we were informed what was really happening, we felt safe.”

The group was protected in this time and was in contact with officials who knew what was going on and how to avoid trouble.

As a result, it was not a major setback. However, it did prevent them from seeing some of the places she had learned about in the Torah.

Fortunately, this didn’t stop her from finding the beauty in Israel.

“One thing that stuck with me was how close everyone in Israel is,” Budwig said. “Everyone has so much pride [in their country].”

The Israelis’ confidence in their country made the trip all the more enjoyable for the visiting youth group. The citizens’ willingness to stick together helped Budwig and her group stay together as well.

“I didn’t really know what to expect going, but at the end, everyone was crying and we didn’t want to go,” Budwig said. “It makes me want to go back.”

Being in the midst of a country where Budwig’s religion was very prevelent everywhere she went, she experienced some amazing moments.

“It was really exciting to be able to actually go to a different place and to see something new,” Budwig said. “Especially something that I had been learning about and wanting to go to for my whole life.”

10

UN-AMERICANIZED

FEATURE

Student reconnects with Korean culture through academics, media LIA Hag en

COPY EDITOR When asked if she enjoyed the song Gangnam Style by Psy, senior Leah Lee audibly groaned.

The 2012 hit, famous for its entertaining video and dance moves, is what put Korean pop music, or K-Pop, on the map for many Americans. It was parodied on thousands of YouTube channels and featured on countless news stations. At the height of its popularity, it broke records for video views and was officially ingrained in the pop culture landscape.

In Lee’s mind, it doesn’t deserve the attention.

The Korean-American student has been a fan of K-Pop for years, and she prefers artists to stick to the staples of the genre: happy music, intense choreography and entertaining visuals.

According to Lee, K-Pop is meant to be fun. It’s all a production. The groups are carefully pieced together by companies and marketed as a package, and their music videos are often more comparable to a short film than to the average American music video. The entertainment value is what matters, to the industry and to Lee. While Lee describes her fascination with K-Pop and Korean dramas as just “a hobby,” it also offers her an opportunity to better understand her community. K-Pop and K-Drama may not be the best representation of Korean life, but they are a unique way for her to explore the culture.

“I’m actually hearing [the] Korean language and trying to understand it,” Lee said. “I do feel more connected [to my culture].”

Lee is a second generation immigrant, the American-born daughter of parents born in South Korea. She describes herself as “Americanized,” touting her imperfect speaking skills and lack of traditions as evidence.

As a child, much of Lee’s exposure to her culture came from her grandmother. She cared for Lee and her brother while their parents worked.

She spoke to the children in Korean, asking them about their day or chastising them for their behav-

ior in her native tongue. As a result, Lee spent the first few years of her life exclusively speaking Korean. It was not until her grandmother died that she began to lose touch with her culture.

“When she passed away, I lost that ability to practice speaking Korean everyday,” Lee said. “My parents kill themselves over that because they’re always [so] busy with work that they didn’t have time to be at home and speak Korean with me.”

Though it became more difficult for Lee to speak the language after her grandmother’s death, her culture will never be completely absent from her life. Lee laughingly noted her diet as one example of this, saying it consists of “all Korean food.” Even on Thanksgiving, when most students enjoy turkey or stuffing, Lee’s family enjoys a traditional Korean meal.

Lee also attends a Korean church. Every Sunday, she listens to a sermon and converses with her friends in her second language. It’s an easy way for her to get involved in the Korean community here in Omaha.

This community involvement is what ultimately lead to Lee’s renewed interest in her culture.

When talking to her Korean friends, Lee noticed how the death of her grandmother changed her.

She realized how Americanized she had become.

“I was sort of jealous that they know the culture a lot better than I do,” Lee said. “I felt lost sometimes when I was hanging out with them.”

Her jealousy and the cultural pride she had been raised with caused her to take steps to reimmerse herself in her culture. She chose to sign up for a language class.

Every week, the class would review what they’d gone over already and move on to new learning exercises. Lee already understood the language’s basic structure from listening to her parents, but she was surprised by how many specific grammar rules she hadn’t learned. The class taught her the details, the things she couldn’t pick up from listening to her pastor or talking with her friends.

Markers, or signifiers used in writing, were an example of something she was surprised to discover.

To Lee, her fascination with the Korean language and the country’s media functioned primarily as a great starting point for her journey. It allowed her to have a basic idea of what she needed to know, an image that would grow more detailed with research. In her opinion, this is the most important step to understanding a culture.

“Don’t think about it as [you did on] the first impression [or] as you [first] see it,” Lee said. “If people do want to know more about culture, it’s definitely based on doing more research.”

She plans on continuing her studies throughout her life. This year, her senior project will revolve around her experiences relearning her language and cultural identity. After she graduates, she plans on taking a gap year to study in Korea.

There she wants to take language classes and possibly get a job tutoring local students in English.

Still, no matter where she goes, Lee will always have K-Pop to bring her fun and connect her to her roots.

As long as it’s not Psy.

Senior Leah Lee sits alongside cultural memorabilia in her home on Sept. 8. Lee is a second generation immigrant and is interested in reconnecting with her culture. Photo

by Estella Fox

‘It takes a Village’

Student, mother continue to grow local coffee shop NATA

Ward

Editor-in-chief All is quiet downstairs at the Village Grinder.

Sophomore Anna Dudziak finds herself baking cookies.

She sits by herself, headphones in, downstairs in the Employee’s Only section. There’s a kitchen down there, tucked away from the quiet buzz of customers coming in upstairs.

Anna is a part-time employee, a once-a-week in the summer time kind of employee. But it’s the kind of job that follows her home: in the form of her mother and devoted business women, Pat Dudziak.

To Anna, working at the Grinder means a lot of vacuuming and filing paperwork. Baking cookies was the first stepping-stone for Anna to become accustomed the business.

“This way, [Anna] can kind of be a part of it, be here, do something, but not have to be up there, officially helping a customer,” Pat said. “Just to kind of see how the basics work.”

To Pat, however, the Grinder is her career and full-time job.

She arrives at the store at 6 a.m. to make sure the store is ready for customers by 7 a.m. Pat doesn’t leave until nearly evening.

“I’m all about being prepared,” Pat said. “When you have company in your house, you don’t want to be cooking when they’re here. You want to get everything prepared so that you can enjoy it with them.”

Pick up Anna and take her to school. Come back to the shop. Fill the coffee jars, order more smoothie supplies, take orders, make a smoothie.

When Pat is making cookies, she does it without music.

“I like quiet,” Pat said. “Because it’s busy upstairs, there’s always something going on. I like to come down and recharge.”

In addition to the baking, cleaning and helping customers, Pat is also in charge of taking time to

create the displays that greet visitors upstairs. Art pieces, a wall of coffee bean in multicolored packing, jars of jellybeans and candy.

These displays decorate the front of the store, which faces south towards Westside. It has had three different locations in the 31 years since its creation, with the most recent being ideal because of its proximity to Pacific.

Although they have shared the space with the Bookworm for many years, the bookstore plans on relocating to Loveland Centre this October.

The Grinder, however, plans to stay.

“I’m staying put,” Pat said. “I’m not leaving.

We get the best business here and we love being a part of the neighborhood.”

Pat claims that moving locations is akin to starting a new business. It’s starting over: new atmosphere, new location and new people. Pat isn’t willing to give up the customers who have supported her at Countryside for many years.

“We have ladies from the church and little kids who get sugar cookies,” Pat said. “[Our customers] are all ages.”

The Grinder also offers a place for high school students like Anna and her friends to do homework after school. Anna admires the hard work that her mother puts into the shop.

Regarding whether she would someday run the Grinder herself, Anna didn’t think it would happen.

“I used to when I was little, but it’s changed,” Anna said. “I want to be an orthodontist now, but I don’t want to see [the Grinder] go. I’d want someone that I know would take care of it and keep it the same.”

Whoever takes over the business after Pat, will have big shoes to fill. Pat puts in over 60 hours a week to working at the Grinder, a job she feels has been greatly rewarding to her.

And although Anna and her mother may not benefit in the same ways or agree on the right type of music to listen to when baking, both have made the Grinder a home.

Sophomore Anna Dudziak works at the Village Grinder with her mother, Pat Dudziak, Sept. 3. Dudziak works the most hours in the summer time at her mother’s coffee shop. Photo by Sarah Lemke

SPorts

11 Rock Creek Trail Run: Began at an altitude of 8,000 feet, and ended at 11,000 ft.

Weekly Milage: 40 50 miles

Fi n i s h L i n e

ELEVATED

Cross country team trains at high altitude CONNOR CASTLEMAN STAFF WRITER

Only two miles are left on sophomore Trevor Mumford’s morning run through the highest sand dunes in North America. He has already pushed his way through six grueling miles of the rocky Colorado terrain.

While Mumford enjoys the beautiful view from 8,800 feet in the air, the high altitude and difficult landscape make for a draining workout.

“The first time running up in the mountains was very difficult,” Mumford said. “When you’re up in high altitudes, it makes you have to adjust your pace, so you can go further and longer.”

This summer, Mumford and 15 other cross country runners on his team went to the mountains of Colorado to train for this season.

“Altitude makes a big difference in your running,” said cross country coach Derek Fey. “After doing this for a few years now, it is obvious that the elevation of the mountains puts a toll on all the runners.”

Mumford was a varsity runner as a freshman last year and wants to continue to improve as a runner. He plans on being one of the top runners at Westside this year.

The trip has only made him more excited for the coming year. Since Westside was the only school that participated in running in Rio Grande National Forest, the entire cross country team got a chance to bond while they were there. According

to Mumford, the trip helped team morale.

“It was easier to focus [and] bond as a team since there were no other teams running [... with] us,” Mumford said.

Mumford thinks running in Rio Grande National Forest will also help the entire team when it comes to running in meets. He hasn’t regretted going on the trip.

“It was the most fun, eye opening trip I have ever been on,” Mumford said.

The forest was a beautiful place to run, offering great scenery in addition to a new challenge.

With the tough running conditions that Colorado brought, Mumford had to focus on things most people take for granted, like his breathing and where to take his next step.

“When you are running on rocky surface[s], it is important where you take each step because one wrong step can make you slip and fall,” Mumford said.

After adjusting back to the more oxygenated air Nebraska has, Mumford can already see improvements.

“It was easier to breathe,” Mumford said. “I could run harder for a longer amount of time, making significant improvements.”

The team’s hard work could lead them to a whole new level this year.

“I am very excited for this year of cross country because everyone will have a chance to see how much running in Colorado helps,” Mumford said.

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#CAGETHEJAYS

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SPORTS

Westsiders’ tweet about the Prep game @talphathandsome

I still remember my senior year when we beat Prep twice.

Urzendowski and Stick arent there to save you now! #prepweak #CageTheJays

@hay_petri

All I’ve gotta say is #CageTheJays

@fiddy_kent

It’s game day! Let’s show who we really are tonight...the WARRIORS #CageTheJays #Rollside

@yvonnestone13

No other game in Omaha matters tonight except the Westside vs. Prep game! Biggest rivalry in Omaha by far! #CageTheJays

@saramodig

The swede is attending her first football game ever #prepweak #Warriors #CageTheJays

@levicolehall

Proud to be a warrior...all of our guys played hard. Our student section was getting hype though! #RollSide

@katehammitt13

Football season is still the best season no matter what the score is #rollside

SPORTS

13

WESTSIDE V S PREP

Westside falls to rival, but students remain spirited lia Ha gen COPY EDITOR Last weekend, dozens of Westside students pulled on their black shirts, painted their faces and drove across town to watch our football team square off against our rival, Creighton Prep. The game is always one of the most highly anticipated events of the football season.

This year, it came on the heels of a particularly bad defeat at the hands of Belleveue West High School. It left Westside students hungry for a win,

Westside students hold up their shoes to prepare for kick-off at the Prep game on Sept. 5. Westside lost the game 56-37. Photo by Sarah Lemke

Above: Number 29, Anthony Meeks, gets ready for a tackle.

The game was held at Burke High School.

Photo by Clair Selby Left: Head coach Brett Froent talks strategy with the defense team during the game Sept.

5. The Warriors held the lead at the end of the second quater, but lost it in the third, scoring zero points that quarter.

Photo by Sarah Lemke

and although we were ultimately disappointed, both the players and the students demonstrated their dedication and determination to have a great season. As players fought their hardest on the field, the student section brought the pep. Students chanted, sang and flashed lights at Prep’s infamous “Bird Cage.” The atmosphere was lively throughout the night.

Despite this, Westside lost the game 56-37. Our next game is against Millard South High School on the home field today, Sept. 12.

Above: Members of the team take a break during their wait time.

Photo by Sarah Lemke Left: Number 15, Alex Lindquist, runs the ball out of bounds, escaping from a Creighton Prep player. Westside ended the game with 307 total yards, while Prep ended with 467.

Photo by Clair Selby Below: Members of the “birdcage” from Creighton Prep get riled up after the touchdown that put them in the lead. Prep scored 28 points in the third quarter. Photo by Sarah Lemke

14

SPORTS

FOR THE WIN

Tennis transfer helps team reach victory JAMES

BUCKL E Y

SPORTS EDITOR

Sophomore Dillon Ketcham returns a ball with a forehand in a match against Papillion South high school after school on Sept. 4. Ketcham won the No. 2 doubles state championship for Prep last eyar. Photo by Mitch Francis

It’s the reigning No. 2 doubles state champion sophomore Dillon Ketcham playing against what some of his teammates regard as the third or fourth best player in the state, Sean Padios.

The match is heated because the two have played before and created a friendly rivalry.

Now, since Ketcham is at Westside, the two can use their rivalry to bring out the best in each other and help the team earn victories.

For Ketcham, facing Padios was a big task in his tennis career. Padios was the No. 1 singles player for Westside last year, which is the best bracket for singles players. This was only one of many obstacles Ketcham has had to face in his tennis career.

Today, it’s still a test of Ketcham’s skill to play Padios.

“He’s really tough to play against, but he’s beat me before, and I’ve beat him before,” Ketcham said. “He’s powerful and fast.”

For as much skill as Ketcham has, tennis wasn’t his first sport.

Ketcham began playing hockey at age three, and when he was 11 years old, he got sick of hockey and switched to tennis. After only a few games, Ketcham chose to play tennis as his primary sport.

After honing his skills, Ketcham won the No. 2 doubles state championship last year at Creighton Prep High School. Midway into the season, though, circumstances changed.

“Halfway through the year, I changed from No. 1 doubles to No. 2 doubles to play with Martin Gilgenast,” Ketcham said. “We played really well together … [and] took state. It was pretty awesome.”

Now, being a transfer, Ketcham has to worry about fitting in with a new team. Yet head coach Shaun McMahon isn’t worried.

“From what I can tell, he’s fit right in from day one,” McMahon said. “He’s really gelled with the team, and, as far as I’m concerned, he’s one of us.”

After the switch from No. 1 doubles to No. 2 doubles, Ketcham switched brackets for Westside again: this time from No. 2 doubles to No. 1 singles.

McMahon was pleased with how Ketcham took the transition, but the tennis team had another meeting Monday, Sept. 8 to revamp its lineup to maximize its victories throughout the year. To learn more about the tennis team’s revamped lineup, visit Westside Wired’s boys tennis page.

Ketcham was moved once again, this time to play with, rather than against, Padios at No. 1 doubles.

Even though some players find the change to be difficult, McMahon is pleased with Ketcham’s transition.

“With a player like Dillon, it doesn’t matter if it’s doubles or singles, he can play either one,” McMahon said. “It was to get a different look with the end goal to get as many points at state possible. If we get another point or two points or state, that’s going to help our team finish higher.”

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15

A&E

STUCK LIKE TAPE

Woman supports programs through pictures LIBBY SELINE

COPY EDITOR Elizabeth Tape walks around the stage wearing a pair of bright pink Crocs. She eases around the students near her, but then she stops. She raises her camera to her gray hair and snaps pictures.

The students she is surrounded by are actors rehearsing for the upcoming musical, The 25th Annual Putnam County Spelling Bee. While taking photos, she feels the energy of the students on the stage. To her, the amount of enthusiasm they show during rehearsal is extraordinary. The excitement of the preparation for performances is one reason why Elizabeth continues to help out with musical and theater programs.

Elizabeth and her husband, Tom Tape, have helped with vocal music and theater programs at Westside since their oldest son, Samuel, began attending the high school in 2001. She started by helping with the band program, but eventually transitioned into helping with the vocal music and theater programs as well. Tom and Elizabeth want to continue their involvement because they are appreciative of everything Westside has done for them.

“I feel like Westside did a great deal of good for our kids,” Tom said. “I think it’s a really quality program that deserves as much support from parents and community as it can get. As long as people are appreciating the pictures we take and feel it […] adds something to the program, we’re very happy to do it.”

Elizabeth and Tom also enjoy the performances students put on. Elizabeth takes great pleasure in being able to see what happens behind the scenes during rehearsals.

“The teachers continue to be willing to allow me to be around [rehearsals] which is something to which I am extremely grateful [for],” Elizabeth

Top: Elizabeth Tape takes photos of the musical rehearsal after school on Sept. 3. Tape has contributed to the WHS musical and theater programs for many years. Left: Tape waits to capture the right moment during musical rehersal. Tape has been volunteering since 2001. Photos by Mitch Francis

said. “The students every year are lovely, kind, and very respectful and thoughtful, and that stuff never seems to change. It’s still [as] exciting today as it ever has been.”

Doran Johnson, director of the vocal music program, is very grateful for their contribution to the program. “[Elizabeth] has a heart bigger than the great outdoors,” Johnson said. “She will do anything for anyone; she never expects anything in return.”

Johnson was also thankful for everything Tom has put into the program.

“He does a lot of things we don’t know about,” Johnson said. “He can troubleshoot things; he’s very good with technology. Tom is just as involved in the program as Elizabeth.”

As they help out with the departments, they make an impact on the students that lasts even after graduation. “[Pictures of me taken by Elizabeth are] always good to look back on,” show choir alumni Michael Paskach said. “The pictures have reminded me of the memories from sow choir, and I love those memories.”

Recently, Elizabeth has been putting her time and effort into The 25th Annual Putnam County Spelling Bee. Elizabeth will be volunteering with musical until the show premieres Sept. 25, 26 and 27 at 7 p.m. in the auditorium. The show also appears Sept. 28 at 2 p.m. While attending the rehearsals, Elizabeth has been able to connect with the students acting in the musical. These relationships are something she has been able to gain through volunteering. “[I have gained] the profound appreciation I feel for all the hundreds if possibly not thousands of students I’ve had the privilege of meeting over these years that have gone out of their way to make me feel welcome,” Elizabeth said. “I’m amazed at how much [volunteering at Westside] continues to mean to me.”

DECA Project

Student’s visually impaired mother inspires project ELISE TUCKER A&E EDITOR Senior Halie Platt lives a normal life. She hangs out with her friends and goes to school like any other teenager, but her home life is different from anyone else’s. Her mother Kristal is visually impaired. Platt has to help her do simple things, but they have forged a strong connection through the projects they do together.

When they work together on different projects, their relationship shines through.

“I help her with Beeping Easter Egg Hunt and Camp Abilities,” Platt said. “We end up spending a lot of time together during these events trying to get everything organized.”

The Easter Egg Hunt and Camp Abilities are both at Boystown and involve activities for visually impaired children that help them meet people with disabilities and create friendships.

The Easter Egg Hunt and Camp Abilities are activities anyone can participate in, but they are primarily aimed towards helping the visually impaired.

Her DECA project draws upon her experiences working with these camps and shares their aims.

The project is to create a goalball tournament for visually impaired children.

Goalball is a lot like soccer, but the balls have bells inside so visually impaired people can find them on the field. Platt also plans to work with Boystown and the University of Omaha to get the event organized.

Platt mentions how her mom inspired her to do this project.

“My mom is the director of a sports camp for visually impaired children,” Platt said. “One of the sports they play is goalball, so I thought it would be fun to have a goalball tournament this school year.”

After she gets permission from the directors, she will make flyers and send it to the participants.

Even though working with her mom is fun, it can be hard growing up with her mom not being able to see. She won’t be able to see her daughter

walk down the aisle or see her daughter’s children face to face. These are more of the unique challenges Platt to deal with.

“We can’t do some activities that most families can, and when I was little, my dad had to do all the driving,” Platt said. “Once I turned 16, I became the family chauffeur.”

Being the family chauffeur meant she couldn’t hang out with her friends as often she wanted to, but she’s not complaining. She loves to spend time with her mom, and she treasures the moments she has with her.

Platt believes people think Platt and her mom do not have a good relationship, but they have a stronger relationship than most people.

“People think that I don’t have a good relationship with my mom, but my relationship with her is strong,” Platt said. “I respect my mom’s opinion and we get along really well.”

Knowing visually impaired people has given her a greater sense of perspective on the world around her. She looks at the world differenly than most people.

“Through all this life experience, it really pushes me to give kids with the disability a better future and to make their lives a little easier,” Platt said. “Once you meet these kids you feel so inspired.”

She wanted to help out visually impaired people because they don’t get a lot of recognition. She wants to help them in the future with different projects and services through Boystown.

“We hope that this event will bring awareness of visual impairment to Westside and that the kids will have a blast playing one of the few sports they are able to play,” Platt said.

Platt has shown the Westside community that even though her family is different because her mother is visually impaired, Platt and her mom have risen above the disability to create an event everyone can enjoy.

She hopes her project will enlighten the Westside community and teach people about organizations who help out visually impaired people.

Top: Senior Hallie Platt plays a game of braille cards with her mother, Kristal Platt, and the rest of her family on Sept. 7. Platt used her experiences with her mother to help come up with the idea for her DECA project, which helps visually impaired children. Left: Platt and her mother pose in their home.

Platt’s DECA project will focus on hosting a goalball event. Photo

by Sarah Lemke

16

a&e Photo by Camile Messerley

concert previews Sept. 18: Eric Church at the Centurylink Center

Sept. 27: Lorde and Majical Cloudz at Harris

Sept. 24: The War on Drugs at the Waiting Sept. 30: Phantogram at Sokol Room Lounge Oct. 2: AzP at Urban Outfitters Sept. 24: Chvrches at Sokol Oct. 3: Matt & Kim at Sokol Sept. 25: Ty Segal and La Luz at the Waiting Room Lounge Oct. 9: Neon Trees at Sokol Sept 26: Twin Shadow at the Waiting Room

Oct. 10: Ingrid Michaelson at Sokol