Exchange of a Lifetime - 8-9
Fair Exchange With a globe between Pietro Martini, Maximilian Humburger, Levke Zanter, and Sheena Nevils, they point out to each other where they came from. Martini points to Italy as Humburger and Zanter point to two different parts of Germany. Nevils observes as she chose to become a foreign exchange student to Italy. photo by Monica Garcia
Also Inside • History Through Film - 2
The PEREGRINE Vol. 42 Issue 1, October 2013
Jersey Village High School 7600 Solomon Houston TX 77040
• Military Calls - 6 • Feeling Alone - 7 • Golden Future - 11 • Reaching Varsity - 13 • Homecoming - 16
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THE Issue 1 PEREGRINE
History
Feature
Through
Film
OctOber 2013
New social studies class sparks interest from student body
The sound of desks shifting settles in the air as the in theaters. The course still requires the students to do classroom lights go out, and the lone luminescing pro- some actual course work, and Martinson keeps her stujector fills the room with light. The student prepares dents busy with discussions and projects. for what looks like the average picture of a classroom “We do a lead-in activity before each film, where we powerpoint lecture, nothing new to anyone in a history discuss the history of the time in which the movie is class; but this class has a different agenda. set,” Martinson said. “I then give the setting of the film, The “History Through Film” class is headed by Paula a print out of the character pictures and movie quesMartinson, a World History teacher residing in room tions. We watch the film…during which the student col1244. The class has been offered at many other high lects information on the main characters and answers schools in the district but had yet to the questions. After each film we be offered here until this year, and was have a discussion. At the end of each highly promoted by many of the hisera we do a project. As with all classMy hope is that tory teachers last year in order to make es we will have a semester exam.” Martinson’s idea become a reality. Some common thoughts on the isall Social Studies “A colleague of mine at Cy-Woods sues of teaching a class through the has taught the class for three years. Afuse of film can be that students will classes incorporate ter discussing the success she had and not be mentally involved, or pay atmy love of history and film, I applied tention to the movie. This will result a visual element to for a waiver with the district,” Martinin the students not being able to reson said. tain information they need from the meet the needs of Many students such as Dau’ne Barafilm to get a grasp on the concept of ka, Junior, were intrigued by what the the time period. Martinson holds an the students. Paula course has to offer and joined after beopposing view on the subject. ing given the information in their his“The days of straight lecture and Martinson tory class last year. power point (in my class) are inef“My reason for joining the class is befective,” Martinson said. “Students cause I am a history freak. It interests need to analyze and apply knowledge me to know what life was really like before I was born,” to truly comprehend. My hope is that all social studies Baraka said. classes incorporate a visual element to meet the needs The class offers an alternative to the common lecture of the students…especially with today’s’ generation.” and powerpoint style of learning that most students Another issue is that students will just sleep through have become accustomed to in high school. Instead, the the class. Many students have expressed that they class explores the option of learning history through would take the opportunity to just doze off, and Marvarious motion picture films that have been released tinson has probably heard this comment before. “I am happy to say sleeping has not been an issue,” Martinson said. “I have selected films I think students will have a connection with and an interest in. We discuss the filmmaker’s purpose, bias, and historical accuracy. Analysis is typically not easy to ‘blow off’. In addition, students are given a daily grade for each day we watch a film. If students sleep or are on their phone they lose all points for that daily grade.” Martinson deals with her class by looking through many different eras in history starting from the Middle Ages, and moving on to the Modern Day War era. Some of the movies included in the curriculum are films such as Robin Hood, Les Miserables, and Forrest Gump. Although many of the films shown contain some sort of “graphic content”, the class still adheres to the Cy-Fair policy of showing films rated PG-13 and under, with the correct authorization from the students’ parents. The “History Through Film” class is an option for anyone who is interested in the art of film and the study of history; and how they connect to make some of the Blockbuster Hollywood movies that one sees today in many of the local movie theaters. By Trevor Hargis
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photo courtesy of HBO Films
SomeTimeS in april This film, directed by Raoul Peck, follows the story of two brothers from the country of Rwanda during the era of “Rwandan Genocide”.
photo courtesy of HBO Films
Taking ChanCe This film, directed by Ross Katz, follows the true story of a United States Marine who brings back the remains of a 19 year-old soldier who was killed in Iraq. This movie stars Kevin Bacon as Lieutenant Colonel Michael Strobl.
What are they watching?
•King Arthur •Robin Hood: Prince of Thieves •The Other Boleyn Girl •Elizabeth the Golden Age •Anonymous •Marie Antoinette •Les Miserables •Master and Commander •Dances with Wolves •War Horse •Joyeux Noel •Memoirs of a Geisha •Cinderella Man •Pearl Harbor •Tuskegee Airmen •The Way Back •Thirteen Days •Forrest Gump •The Kite Runner •Sometimes In April •Many, Many, More
OctOber 2013
The Issue 1 PEREGRINE
3
Feature
From Gaming to Designing Computer Science plans videogame for PC
The instructor’s lecture falls on deaf ears; Computer Science IV students have heard it already, and have moved on to bigger and better projects. The other students, still in Computer Science III, pay rapt attention to the lecture, struggling to grasp the monotonous minutiae of programming. The class takes notes, asks questions, and struggles to learn the language of computers; all except for the students seated in a small cluster of desks in the corner. These students now teach themselves. In Computer Science IV AP the students decide on a project of their liking at the beginning of the semester, and work on it at their own pace, working toward their own goal. In the past projects have differed from student to student, but this year the class has united to work on a cooperative venture; a 3D video game for Windows. “Mr. Spicer (the teacher) was saying that whatever you do, you just can’t play games all year; unless you
A EclEctic EnsEmblE Having discovered a new issue, the team, which includes Gabriel Ko, Nick Vinson, John O’Kane, Jorge Perez, and Zhe Ren Zheng, seniors, searches for a solution.
make the game; then it’s not just playing a game, it’s debugging. So the original thought was we should make a game. Then we just got way into it,” John O’Kane, senior, said. The Computer Science team plans to develop the game into a Space-age dog-fighter, wherein the player combats enemy space-ships controlled by other players in a zero-gravity universe featuring planets, asteroids, and other space objects. The team drew much of their inspiration from the popular videogame Battlefield 2’s space combat, and will use the Programming language Unix as a base; a language similar to the one used in Temple Run. Although the game is still in the Alpha stage, and every day a new bug is discovered, the team has high expectations. “What people have to understand is that what they’re trying to accomplish is a huge undertaking. I’ve never really had any students work in such a large group
before, and this is the first time I’ve had students try to make a game that involves networking. I’m pleased to see the students in Computer Science IV working on such a high level,” Spicer said. The Computer Science department at JV has always been very academically active, entering, and often placing, in UIL and numerous school-based competitions, even hosting their own. Despite having a shelf crammed with trophies, they have received little attention from the student body. For the most part they go unnoticed. The Computer Science IV team hopes to complete their thus unnamed project before the end of the year. If all goes as planned, they hope to install the game throughout the school, and bored students will be entertained indefinitely, battling one another in a complex zero-gravity arena that was created within this very school. By Joel Montfort
photos by Joel Montfort
constAnt DEbugging After modeling a number of sleek spacecraft and creating an expansive environment for them to zoom around in, the team now spends countless hours trying to combat the hundreds of bugs that have arisen in the process.
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THE Issue 1 PEREGRINE
Advertising
OctOber 2013
OctOber 2013
The Issue 1 PEREGRINE
5
Feature
Job Hunt Creates Frustration
“I knew Danny Guillory and he worked at Kroger. So I asked him to talk to his boss. After I applied his boss pulled my number from their records and called me up to schedule an interview.” -Matt Schnedier
“When my uncle’s restaurant opened I pretty much immediately got the job, after my mom told me to apply.” -Dan Phan
Teens struggle to find employment
The smell of coffee fills the air, as Jamie Meun, seems like a great way to hire willing applicants the Class of 2013, flips through the morning paper looking problem is many employers don’t feel obligated to for a job opening. After spending four months job respond with a yes or no. In fact according to statics on searching, applying for up to seven CareerBuilder.com “Seventy-Five jobs a month, he only becomes percent of workers who applied more discouraged. The daunting to jobs through various venues I have applied possibility of joblessness slowly in the last year did not hear back becomes a reality, leaving Jamie from employers,” Many students for numerous feeling exhausted, and alone as his do not know that employer have friends and peers seem to have no to give feedback if asked Leaving jobs, trouble acquiring jobs. questions unanswered. According to the Huffington Jacob Kulhanek, Senior, a hard seven different jobs Post, “In April 2012, the U.S. working employ at Chick-fil-a at unemployment rate for 16- to the age of 17, acquired his current to be exact. 19-year-olds was 24.9 percent” job by impressing his employers opposed to the unemployment rates with records from previous Jamie Meun, of adults last April at, 8.2 percent employers showing off his work according to Tradingeconomics. ethic. 2013 graduate com but, there are many factors “When applying for a job just be that come in to play. Some teens you and be confident” Kulhanek are not looking for jobs some teens says work for their parents but for the However Meun did not have the unfortunate few teens have no luck finding jobs, and chance to be confident or charismatic like Kulhanek getting hired. seeing as he has only applied online and has not taken For some reason these teens are finding the same the initiative to do a face to face interview like Victoria processes that the other 75.1% seem to have no Ashe, Senior, who recently got a job at the Houston zoo problem with so difficult. after having a face to face interview with her employer “There used to be a time where the employer can she was accepted without hesitation. It seems as if the meet the individual and determine if they’re what they face to face interview works while online interviews want. Nowadays everything is online and I don’t have a have left at least Meun in the dust. chance to make a good first impression; my credentials However Meun has recently acquired a job as a are all on paper,” Meun said. debate judge on high school level and although he does While face to face applications are still a possibility not consider it a job he’s still making revenue through many employers find it much easier to just have their a form of work. applications online. While the online revolution by TryTon WendT
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What process did you go through to get hired?
Who’s got the Jobs?
Openings within 10 miles Pizza Hut 98 openings Taco Cabaña 37 openings Luby’s 17 openings Chick-Fil-A 9 openings Buffalo Wild Wings 8 openings Denny’s 6 openings According to snagajob.com
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The Issue 1 PEREGRINE
Feature
Military Calls
OctOber 2013
Two friends choose to move onto armed forces Gunshots ring in the distance; he scurries to grab his helmet. plays a big part in being a Marine, and Went’s personality is perfect for The click of the chin strap on his helmet brings back memories. the title. Not memories of war, but of a gridiron on a Friday night. “I think Jacob should join the Marines because his personality fits in Instead of clashing head to head with offensive linemen, he with what they do. Also the fact that he thrives in physical fitness makes will clash across a battlefield with the enemy that average the Marines a good choice for him,” Campbell said. citizens see on the news. His mind goes back to the days All of his qualities and traits specifically make him well suited for the when all his worries consisted of AFJROTC Marines. His dream starts becoming a reality after and football, not defending the country graduation. he serves day in and day out. Jacob Much like Went, Jacob Castro, senior, plans to Before you can be Went, senior, has the dream of serving thrive in the military. His plans run through the as a Marine on the front lines of battle. Army, however. a successful leader, Went has participated in Orders roar in from the Pentagon, find out AFJROTC since his freshman year. where that attack came from. Eyes run from left you must be a He holds the number two position to right as numbers stream across the LED screen in the top five. The top five consists rapidly. Fingers run across the keyboard as the successful follower. of the five leaders of the group who coordinates of the attack project themselves in lead the others and help mentor them code. Castro has located another attack from his Tech Sergeant as to what to do. During his tenure in Army Intelligence base. AFJROTC, Went earned two national Castro participated in the AFJROTC program Joseph Campbell awards including the Hunley Award and from his freshman through his junior year, but did the Military Order of the World Wars. not find the time for it his senior year. He plans on His other extracurricular events include serving in the Army for four to eight years. Technical Student Association (TSA) “I have always had my mind focused on and football. His involvement in TSA pursuing a military career, it is just something started junior year, as well as football. Yet, the military that I want to do,” Castro said. calls him. His three years in AFJROTC did give him a one pay-grade increase “I chose the Marines because I don’t want to go to which will become active after he finishes boot camp. Castro unlike college right now and I want to be a soldier in the best Went, plans on going to college through the Army. After college he branch of the military,” Went said. plans on being deployed or used as seen fit for him. His intelligence With serving in the Marines comes the title Marine. position does not require battle, so much as cunning and wit on his That title has become one of the most respected labels in part. the military. Because of his four years of involvement in “I look forward to traveling, building brotherhoods, and meeting a AFJROTC, he gets a two pay-grade increase. lot of new people in the Army,” Castro said. With his four years in the AFJROTC program, he has Although he will not be in battle, he will have to travel the world to grown close to the two advisers of the program, Tech collect the intelligence that the Army assigns him to get. Sergeant Joseph Campbell and Major Dennis Martinez. Both Castro and Went have had dreams of the military since before Both have seen him grow in leadership and character their freshman year, and both met each other through AFJROTC throughout the years. freshman year. As they both had their lives signed away, a new life “Jacob has become more organized and better disciplined starts for them as senior year starts. They know that when they finish from freshman year to senior year,” Campbell said. high school, their country will call upon them to serve their country. Went must be very disciplined and an organized Both of which have answered the call. individual to be in the Marines, which he has By Matt DuBose worked on for the past four years. Personality also
photo by Natassha Arreola
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Lives signed away Reviewing his FutuRe After signing his life away and getting the job of his choice, Julian Castro, senior, looks over all the rules and guidelines of what he chose to do.
photo by Matt DuBose
MoRe than enough Not only does Jacob Went, senior, participate in AFJROTC, he also holds a spot on the varsity football roster. He watches as his offense starts a drive against Cy-Creek.
photo by Natalie Solano
THE Issue 1 PEREGRINE
OctOber 2013
How do you feel about marriage equality rights being passed recently in certain states? “I support same sex marriage equality, because I feel like you should love whoever you want to love,” Glenda Cruz, sophomore, said.
“I’m alright with it, because it is an official commitment. Homosexual love already happens, so what’s wrong with making it official,” Luke Stogsdill, sophomore, said. “I believe marriage equality is great. People should have the right to marry any gender. Love is love, no one should worry about others judgements,” Deya Palacios, junior, said. “I am a Christian and I believe marriage is a vow of love through religion. I believe that people of the same gender can love each other, but not be engaged,” Brandon Blanchard, senior,said. “I feel like you should just let homosexual people love who they want to love,” Cody Miranda, sophomore, said.
Feature
Feeling Alone
7
GSA experiences withdrawals
He held her books tightly to his body to use as a shield. Before he could even make it to the other end of the hallway, he was aggressively shoved to the stone hard brick wall next to him. Instantly, he missed being able talk to people who understood his pain. He needed the comfort of his friends to get through the pain. Unfortunately, he no longer had a place to run to with his problems. In 2009, students participated in an after school activity known as the Gay Straight Alliance club. The organization served as a safe haven for students who did not feel comfortable with being the person they are. Whether they were straight, gay, or bisexual, they all still attended the meetings and helped one another. Until the dedication of the club members failed, then the club suddenly disappeared and no longer held meetings. “Experiencing the feeling of not being alone and having people to go to would be awesome,” former club member, Joshua Cornman, sophomore, said. Cornman experienced the downfall of GSA firsthand. He went through the pain of losing the outlet he needed at a horrific time in his life. Cornman first knew he was homosexual in the third grade. Being so young and growing up in a conservative family he had to hide his sexual orientation. It was not until his freshman year that he started to introduce himself as a homosexual. Once he had fully come out with the truth, he began to experience the first stages of bullying. People began to call him names, and act different around him. Corman would speak to his fellow members about what he went through on a daily basis. By then end of his freshman year he had endured much torment by his peers. He used the club as a form of aid. He wishes he still had that offered to him, because he still has to deal with the issues he had before. Cornman says he will continue his Twitter account, which has 12,000 followers, that
helps other homosexual or bisexual teens, and begin trying to bring the GSA organization back to the school. “People have different views on how sexual orientation makes you different when in reality it does not,” former club member, Jarrell Comeaux, senior, said. Comeaux was a straight club member who was active in the club. He tried making it to most meetings every Wednesday and enjoyed participating just like anyone else. Even though he is straight, his beliefs matched accordingly to the ones of his fellow members. He believed that the rights a person receives should not depend on sexual orientation. Comeaux demonstrated loyalty to the former members and understood the meaning of the club. His sexual orientation never prevented him from voicing his opinion or being involved. He took the time to get to understand what each club member faced on a daily basis for their sexual orientation or for supporting equality. Even after the club stopped being active, he still respected and assisted the former members. “I think that those kids needed a place to hang out with each other,” former club sponsor Alana Jordan, photography teacher, said. Jordan understood the students in the club. Jordan respected the members because of their knowledge and care for topics that most teenagers do not concern their lives with. She witnessed outstanding actions done by the members within her first encounter of the club. At her first meeting, a member came prepared with Biblical quotes that supported equality. This left Jordan astonished, because she had never seen teenagers that took time out of their day to care about things most adults did not care about. The students that participated in the club cared and received much help from the other members. by Marilyn renderos
How bullying affects teenagers: Teens who are homosexual or bisexual are four more times likely to commit suicide than other teens are. Courtesy of http://en.wikipedia.org/wiki/Suicide_among_LGBT_youth
“I completely support gay marriage. I believe that if you love someone, it should not matter the gender,” Jordyn Kane, senior, said.
30% of teenagers in the U.S. have reported being bullied. Suicide is the top three cause of death amongst teenagers in the U.S., and because of it around 4,400 teens die per year. 160,000 students stay home everyday, because they are afraid that they will get bullied by their fellow peers. photos by Marilyn Renderos
Courtesy of http://www.bullyingstatistics.org/content/bullying-and-suicide.html
In-Depth 8 Crossing Countries THE Issue 1 PEREGRINE
OctOber 2013
German foreigner experiences sports,new culture in US The sound of laughter echoes and mingles over electives. English, French, German, Math, throughout the halls of a traditional American History, Geometry, Biology, Chemistry, Physschool. Students chatter relentlessly with their ics, Arts and P.E. make up most of the schedules groups of friends while waiting for the bell to for students in Germany. School begins at 7:45 hurry them to class. As soon as the time comes am and can end from 1:00 PM to 3:30 PM, deto head towards the classrooms, everyone scat- pending on the number of classes each individual ters around the school, creating heavy traffic all takes. around the hallways. Teenagers walk around “The schools are very small, most of the time demonstrating their own style through their hair- you are in one classroom, but sometimes for excuts, hair color, piercings, ample P.E. and for history you and clothes. During senior change classrooms, but most dress up days, a variety Since he’s from Ger- of the time you just stay in one of costumes such as fedclassroom. We have four differeral agents, politicians and many, it’s a lot colder ent classrooms for each grade even bunnies stand out (A, B, C, D) and 30 students per through the crowd. Along over there so it’s a class so around 120 students for with the seniors, football every grade,” Humburger said. players, cheerleaders and Even though kindergarten lot more difficult for everyone who has high is not mandatory for children school spirit dress in their him adjusting to the in Germany, most of the chiluniforms and purple and dren attend it for around three gold to create a unique disweather. He gets de- to four years. By the age of six, play of styles, fashion, and children attend four years of personalities. primary school or grundschule. hydrated easily, For Maximilian HumAfter these four years, children burger, junior, experienchave several options of high Milner said. ing the education and anschools to enroll in depending other manner of living in on school grades and academic America has affected him performance. Gesamtschule and in a positive way. Accustomed to a different way Gymnasium fall into the category of upper high of life and culture in Freiburg I’m Breisgau, Ger- schools, and intend for the student to continue to many, Humburger has also made him notice the college or a university. The majority of the time differences between the education and school spent in school in Germany takes place during systems in America and his home country. the mornings, giving no place for extracurricular “I chose the U.S.A. to learn the language, meet activities or sports during school. new people, and new cultures. I’ve heard a lot of “In America, I think that the most part of the American culture, especially the day is in the school because you have your high school spirit,” Humburger friends there, you have your sports and everysaid. thing. In Germany, the school is just one part When comparing his high and then you go home, do homework and pracschool, Rotteck Gymnasium, tice sports in clubs. The school is a big part here,” Humburger points out how the Humburger said. majority of the academic subHaving a passion for sports, Humburger nojects in Germany dominate ticed how schools in America have a variety of
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sport activities to choose from unlike in Germany, where students practice a specific sport outside of school. Along with joining the cross country team with friends Ahlam Mohammad Abdel-Khaleq, sophomore, and Jessica Milner, junior, Humburger swims outside of school in a club. Along with the difference “In Germany, of school systems in America and Germany, there the school is exists the food and musical preference for teenagjust one part ers to point out. Dishes like spätzle, apfelstrudel, and and then you German chocolate can be enjoyed throughout the whole go home, do country. When it comes to music, there exists homework and no major difference than what teenagers practice sports in America listen to according to Humin clubs. The burger. The distance school is a big between America and Germany crepart here,” ates the opportunity for foreign exchange Humburger students to experience different culsaid. tures, different ways of learning and meeting different people. by Iveth Garcia
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photos by Monica Garcia
Q&A
Q.: How is school in your country different from here? Levke: In Germany, you always have the same classmates and classroom so the teacher comes and goes to different rooms. We don’t have school colors. Fuka: Smaller student bod, only 700 students. Q.: Why did you choose the USA? Levke: I had never been to the USA before and I thought it would be different. Fuka: a: Its so different from my country and I thought that’s so interesting. Q.: what are some things that you like/dislike from the U.S.? Levke: Like: the nice people, food, and sports. Dislike: Air conditioner. Fuka: Like: Sky! Dislike: (sometimes) the food, also the air conditioner.
From one To The oTher Sheena Nevils senior, holds a conversation with Maximillan Humburger, on their travels to other countries.
OctOber 2013
THE Issue 1 PEREGRINE
9
In-Depth
“In Italy we have a different conception of eating. We always have to take a lot of time to cook, to eat, and we have to be with all the family. For us eating all the meals are very important part of the day, its to relax, breathe, and take a break. Here its the opposite, in fact you have fast food, we have slow food, ” Pietro Martini, senior, said.
photo courtesy Shena Nevils photo courtesy Shena Nevils
Take a chance Above. Sheena Nevels tied together with her host brother, Tommasso Paladini, while they are dressed up for a house party. Upper Left. Paladini sits next to Nevils as he mocks her facial expressions. To the Left. Strutting down the streets of Italy Nevils and the Paladini Siblings spend the day out enjoying the crisp Italian air.
photo by Monica Garcia
An American in Italy
photo courtesy Shena Nevils
Senior spends junior year abroad
photo by Monica Garcia
Italy’s breathtaking view stuns Sheena Nevils, senior, every time she looks out the window. The beautiful morning shines bright with sunlight that illuminates her small room. She could see the clouds dancing in the crisp Italian air. A heavy Italian accent screeches at her, bringing her back to reality, bringing her European adventure to an end. As an American foreign exchange student to Italy, her host family no longer accepted her into their home. “After living by themselves for 16 years, they had their system. They had their routines. They knew exactly what they liked and didn’t. And I definitely messed that up coming to their house. I don’t think they knew how to accept it and weren’t willing to,” Nevils said. Nevils dove into the foreign exchange program her junior year. After speaking to a foreign exchange student at the high school, she decided to pursue the program. “I wanted to try something new, high school is kind of boring,” Nevils said. Nevils questioned herself as to what else she could do with high school. After intensive research, Nevils approached her parents with the
idea of being a foreign exchange student. “When Sheena first said she wanted to try foreign exchange, I had a light bulb moment thinking, ‘Of course! That would so fit with her personality.’ Sheena has always been adventurous about going places and meeting new people,” Nevils mother, Shan Nevils, said. Days after her departure, Nevils was walking the streets of Italy, tasting the gourmet cuisine, shopping the foreign boutiques, and attending an Italian school. There she met Tommaso Paladini,the first friend that she talked to. According to Nevils Paladini self-taught himself English after countless hours in front of his computer screen looking up YouTube videos on how to speak the language “I did not speak any other language other than English.I wanted to challenge myself,” Nevils said. The Italian dream was cut short when the host family decided that hosting Nevils did not fit their ideal image, therefore they decided to retract their invitation for Nevils to stay in their home. Nevils then called Paladini to say her good byes with the intentions of coming back to America. The Paladini family then welcomed Nevils into their own home to keep her in Italy. “I remember them telling me, ‘Now this family that you were with, they aren’t even a family! No other Italian from this area would ever do something like that,’” Nevils said. After paperwork was signed Nevils’ Italian dream still lived on. The Paladinis were the legitimate host family for Nevils.
“I was very grateful and thankful for the Paladini family taking Sheena in. I Studied and learned some Italian so I could say a special “thank you” message to each family member,” Shan Nevils, said. The rest of the trip consisted of school, eating, and shopping. Constantly e-mailing her parents weekly and chatting with them on Skype every other weekend. Time passed as ten months flew by Nevils without her realizing that it was almost time for her to come home. The night before Nevils boarded the plane her host mother sat her down after dinner. “She told me ‘I’m going to miss you a lot but I don’t want you to cry because you are going home. You are going back to your home country, you are going to America. You are always going to be in our heart and because you are a daughter to us you will always have a place here. But you are going home and you should be happy because you are going to see your friends and your family. So you can miss us but don’t be sad when you think of us, be happy and then know you can come back whenever you want,” Nevils said. On July seventh Nevils returned home to her family in America. With Italy’s educational system passing America’s all the credits that Nevils earned transferred over and counted for her junior year. Nevils now looks back at this experience as one of the best high school decisions she has ever made. by Alexander Cruz
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THE Issue 1 PEREGRINE
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THE Issue 1 PEREGRINE
Feature
Golden Future
11
Junior National gymnast trains for Olympics
Sweaty palms release parallel bars and send the athlete spiraling through the air, tucking his knees to his chest. Praying he lands, Matthew Wenske, sophomore, sticks a perfect dismount and turns to face the critics who control his future as a gymnast. Training for 20 hours a week for 12 years, the champion earned third best in the nation in the Junior Olympics.
Wenske first discovered his passion for gymnastics in a crowded daycare at the age of three. Realizing his potential, Wenske’s parents enrolled him in the Cypress Academy of Gymnastics. “I’m recently becoming level 10, that level of gymnastics consists of training four hours a day,” Wenske said. Wenske spends the majority of his time at the gym. He creatively balances upper level classes and practice while maintaining relationships with family and friends. “Saturdays are free days, but I’m so tired from conditioning that I just want to stay home, so I don’t really get to see my friends. It’s a downer but I hope it pays off in the long run,” Wenske said.
After returning from a long school day, Wenske immediately heads to the Cypress academy for practice. He utilizes every minute of the day to complete his responsibilities. “It’s pretty much homework, gym, and more homework. Then I go to bed and do it all over again the next day,” Wenske said. The Olympic hopeful balances high school life with an intense athletic career. Dedicating all of his spare time to gym, Wenske has little time for typical teenager activities. With hopes of making the Olympic team when of age, he continues to train daily and keep up with school. “Mathew is doing well in school, above average. He is a normal teenager and interacts well with peers, not too judgmental or high on his self. He is quite humble really and seems to have a lot of character and confidence, “John Gray, Chemistry teacher, said. Wenske impresses his teachers and peers with his easy going attitude and academic success. Many students look up to him and enjoy his company. “Matthew’s very respectful, nice, and really smart, “Jessica Love, sophomore, said. Wenske soars above the pressure of getting good grades and achieves favor from the people he interacts with. Furthermore, Wenske formed a family-like bond with his teammates after training together for 12 years. Unlike other sports, gymnasts on the same team compete against each other and athletes from other gyms. Therefore, Wenske could potentially go up against his teammates at the Olympics. “Competing against my teammates comes with the sport, but it would be a friendly rivalry. I grew up with them, so they are like my brothers,” Wenske said. Not everyone on
Falcon Facts on gymnastics 1. The word gymnastics derives from the Greek word ‘gymnazein’ translated means to “exercise naked”.
the junior national team makes it to the Olympics. Gymnasts have to remain on the team until they reach the senior level to have a chance at going. “I’m on the age 14 to 15 national team, we don’t go to the Olympics. The next levels of 20 year olds go, but if I stay on the junior national team all through high school, I will be put on the senior team. Then they pick five out of those ten guys to be on the Olympic team, so hopefully I can get there,” Wenske said. Throughout his years in the sport, Wenske has broken the vertebrae in his back twice, and recently tore his shoulder. Injuries in gymnastics happen frequently due to the intense amount of physical activity they endure. “One time I landed a pass on floor and collapsed. I broke my spine, and was out for five months. It was really hard to stay in the sport after that happened, especially the second time,” Wenske said. After damaging his back again from too much strain, Wenske faced a difficult decision. He had to choose between not participating in a major part of his life for five months or giving up the sport. “I had 12 years in the sport at that point and it just crashed down for a while. But I came back after that and won third in the nation out of 200,” Wenske said. Wenske stayed determined and came back to the sport with more dedication than before. Continuing to train for the Olympics daily, Wenske hopes to win gold and maintain a normal high school experience. By Kelsey Hodges
2. The “Father of Modern Gymnastics” is Frederich
Ludwig Jahn of Germany whom in the late 1700’s developed the side bar, horizontal bars, parallel bars, balance beam and jumping events.
3. The most remarkable gymnast in Olympic history is George Eyser (USA) who won six medals in 1904 with a wooden leg. courtesy of http://www.act.gymnastics.org.au/default.asp?id=3600
MAintAining bAlAnce Standing on one hand, Mathew Wenkse, sophomore, determines to execute his skill without falling. Above the rest Winnng first place in his divi-
sion, Matthew Wenske, sophomore, accepts his medal while receiving a congratualtory handshake from a judge.
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THE Issue 1 PEREGRINE
Advertising
OctOber 2013
#1 “ october 2013
THE Issue 1 PEREGRINE
13
SportS
We trust in each other and always pull each other up. DeShun Qualls40 20 30 10
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Just GettinG started Being just a sophomore DeShun Qualls plans on improving his game in many ways. “I want to be able to read the defense, become a better leader of the team. I also want to just be able to go out there and step up. I want to keep on improving for my grandpa,” Qualls said. photo by Monica Garcia
Whole nine Yards The defensive line seals the right side, so DeShun Qualls takes off runing towards the endzone. It might not have been his first start, but he still gets a little nervous. “I get nervous, but once I take the first snap, I feel more comfortable,” Qualls said. He lives by the slogan his grandfather gave him, shake it off and keep playing. photo by Natalie Solano
photo by Natalie Solano
BriGht Future DeShun Qualls, number 1, leads the team onto the gridiron. Moments before starting the game against Cy-Ranch they charge onto the field. Fellow teammate, Jarious Boone, senior, foreshadows success in his future. “Deshun offers a great chance to build for the future, especially as being a sophomore. He has the chance to lead now and future Falcon football,” Boone said.
50
40 photo by Pablo Vazquez
Reaching Varsity
Sophomore rises to top to lead team
Hutt! The center snaps the ball to DeShun Qualls, sophomore, who stands ready in the shotgun. He has Lavance Moore, junior, to his right, and fakes the hand off to him. The defense bites on the fake and chases Moore. Qualls sneaks through the hole of the defense for a 14 yard touchdown as the crowd erupts in cheers. After 11 years of hitting the field, gaining many bruises, and determination, Qualls reached the varsity level his sophomore year. Meanwhile he has received hands on guidance, and support that have molded his road-way to the top. “DeShun began by playing flag football at five, and with no experience he accepted and excelled in his role as a leader. His greatest physical supporters consist of his father Lydell Qualls, and his grandfather Tommy Qualls who passed away after his little league Super bowl win in 2008,” Shuna Qualls, mother, said. Playing the sport became a tradition passed down from Tommy Qualls, to Lydell Qualls, to DeShun. Although Qualls does not have his grandfather’s support by his side any longer, Tommy Qualls triggers his determination. “Being a varsity quarterback is what I’ve been dreaming about my whole life. Before my grandpa died, he told me that I would be good in high school, and wanted to live long enough to see me play. In his honor I play with jersey number one,” DeShun Qualls said. Following his grandfather’s advice, DeShun Qualls never doubted his potential. He understood the rigor and challenges the team would bring. He desires to prove his teammates and himself the capability to step up as a sophomore and lead the team. In the meantime, the quarterback’s eminent talent became recognized by his coach and teammates. “DeShun can run and throw the ball so he gives us options on what plays we can run. He adapted quick, we knew he was the right person to start,” Avery Halliburton, senior, said. While earning his spot in the starting line up, his age served as no barrier for Rob Walker, quarterback coach, to recognize his solid work ethic. “Qualls contains a natural talent, and has a great understanding of the offense. He is one of the first guys out at practice, and one of the last ones to leave the field,” Walker said. Besides his work ethic, his coach also mentions his strong mentality on and off the field. As he focuses to go beyond the standards, he has won the trust to carrying the team on his back. He progressively
climbs up the ladder gaining the team’s support and respect. “I feel comfortable knowing I have older players with me. They treat me as a little brother, pushing me every day to get better. That’s why gaining their respect is important to me,” DeShun Qualls said. As a natural leader, the varsity quarterback takes his role to heart. Sacrificing most of his free time he accepts his role as a mentor to stay on top of his grades. As a coachable athlete, his guidance is trusted as well as his word. Qualls’ leadership comes with great expectations. “DeShun communicates by actions, he does not talk about what he has to do. He goes on the field, and performs trying his best, so we have to do the same,” Jalen Richardson, senior, said. As the sophomore quarterback gets more games under his belt, he will focus in putting more points on the board; trust his defense to hold, and come home with a victory. As the season continues faith strengthens between each man. “We always say that there is no team better than we are, we can take any team,” DeShun Qualls said. The faith of the team transpires even further, from Shuna Qualls to her son. With three years left to continue his journey, his mother wants him to consider these words: “ ‘Keep God first in your life and to follow your heart.’ God makes no mistakes and He has given you a gift for a purpose. It’s not going to be easy but it’s up to you to use this gift to succeed in life. Thank you for being my inspiration and my motivation. Continue to be a leader and stay focused and before you know it, the world will be watching you on T.V,” Shuna Qualls said. by Monica Garcia CheerinG on Jatavian Qualls waits for his brother, DeShun Qualls, to ride by with the rest of the varsity football team during the Homecoming parade.
photo by Monica Garcia
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THE Issue 1 PEREGRINE
Columns
oCtober 2013
Houstonian favors other teams
They call me “Houston Hater” because I do not pull for any Houston sport teams. Well this statement makes me cringe. I do not so much hate Houston, as I just do not like the teams. I go home to being ridiculed during football season due to the Titans’ record. Whether they have a good record or not, I will never leave their fan base. The Titans’ franchise actually branched off the Oilers. The Oilers moved to Tennessee, due to Houston refusing to build a new stadium for them, and changed their name to the Titans in 1999. The Titans and Oilers both share the same records, hall of fame, and statistics with each other due to the fact that the Titans and Oilers belong to the same franchise. I cannot technically hate Houston so much as everyone hates the Titans because the Titans, actually, were the first Houston football team. In other sports however, such as baseball, I pull for the Cardinals of Saint Louis. The Cardinals, before the Astros moved to the American League, rivaled the Astros. I began pulling for the Cardinals when I started following sports which happened around 2002. The comment fair weather fan does not apply because in 2002 the Astros were not a bad team. They did not become bad until recently. But nonetheless, I follow and pull for the Cardinals because of the rivalry they had, and my favorite pitcher, Adam Wainwright, belongs to them. Also Yadier Molina, the best catcher in the world, plays for the Cardinals. In basketball, I pull for the Spurs for basically the same reasons as the Cardinals. The Spurs have Tim Duncan and Tony Parker, my two favorite basketball players, and they also rival the Rockets. Going for the Spurs, should not be classified as hating Houston, because those who pull for the Mavericks, are not classified as so. Thus, I should not be called a Houston Hater any longer. I may not pull for Houston teams, but that does not make me such said “Houston Hater.” All it means is that I do not bother following the teams that Houston posesses. So please stop calling me this, mom! By Matthew DuBose
College essays confound senior As the younger brother of a current college student, I was familiar with all the work that went into college applications, but I did not realize the stress that I would be under when I started doing my own application. It started relatively easy enough, just fill out the information required (name, parent information, ethnicity, social security), then I got to the essay prompts. I’ve been stuck on the essays for about a month now and I have not even been able to write a coherent sentence. It was not necessarily that writing the essay itself is hard, but trying to make myself stick out from the thousands of other students as a ‘talented individual’ is a pretty daunting task. I always get this feeling that I might write the wrong comment down or not be able to express the kind of person I am, properly. I am applying to go to a Chicago liberal arts college, Columbia College, and me, being the self-conscious writer that I am, always worry that I will have no original thoughts in my essay. I wonder if these college admissions officers have read just about every thought, joke, anecdote, that could be written in a college essay. So, is it impossible to appear as an original person to a college anymore? Since I don’t know, I wish that someone would just tell me what to write about. From what I have asked, it seems that writing college essays has been a problem for many students other than me, whether it is because of frustration or laziness. I just want to get into the college of my choice and have them understand, I am an individual that can bring my unique experience to accomplish my goals and make them proud of allowing me entrance into their school. By trevor harvis
Bullying enters new tech age
illustration by Abigail Macias
Victims of bullying struggle to get out of bed each day and cry to sleep each night. Kept awake with hateful texts, these martyrs no longer feel like living. They remain completely isolated from others and pray for acceptance. They believe happiness lies out of their reach. Victims in past generations escaped torment in the safety of their homes. Many adults of that era believed that bullying played a natural part in school and did not go to any great lengths to prevent it. Nowadays, technology prevents the escape of present day victims of bullying. Cell phones have become a reliable link between bullies and the bullied. Although this problem used to only exist in high-school, middle and elementary schools have started to copy the ugly pattern. Twelve year old Rebecca Ann Sedwick committed suicide less than a month ago in Florida due to cyber bullying. Over 15 girls taunted her via social media and other sources for a year. Rebecca jumped to her death from an abandoned cement plant with the hope of relieving her pain. Unable to find a safe haven at home, Rebecca lived in constant torment. Middle school girls have the power to destroy a life with a simple tweet or text. They have access to the whole world at their fingertips. Together 15 preteens assisted in a death of a peer and destruction of a peaceful community. Young Rebecca kept the true intensity of her situation from her loved ones and school authorities. She let her pain spiral out of control until she could not handle it anymore. Students suffer daily from the same experience Rebecca went through. Teenagers result to suicide with lack of good decision making and understanding. Kids that contemplate suicide do not realize the agony they will put their loved ones through and possible chain reaction they could start.
The bullying they receive blinds them from the future and drains them of any hope for happiness. Victims resort to suicide instead of weighing the consequences or seeking help. Statistics from a study in Britain prove that at least half of suicides among teens and preteens relate to bullying. It also shows that 10 to 14 year old girls have a higher risk for suicide. Studies also show that over half of adolescents and teens have been bullied online, and about the same number have engaged in cyber bullying. Nearly 30% of students get bullied or act as bullies in American schools. I have personally experienced bullying in the past and witnessed it. In elementary school my older sister Kayla had a constant bully named Angelica that taunted her when we walked home every day. Kayla, my other sister Karissa, and I used to hide in the bushes waiting for our tormenter to leave our sight. However if Angelica did find us, we would run to the neighbors house for shelter. Our mom responded by telling Kayla to stand up for herself, not knowing that this particular bully actually belonged in the 7th grade. One day Angelica snuck up behind Kayla and ripped off her backpack, throwing her to the ground. The bully then started to hit and kick my sister. Karissa grabbed a handful of Angelicas hair and attempted to pull her off, to no avail. Before I could even react, a pile of brawling elementary kids had formed on the sidewalk. The neighborhood crossing guard frantically called our mom and told her to drive to the intersection immediately. After breaking up the fight, school authorities punished Angelica severely. Bullying of all forms leads to suicide and depression. Society needs to realize the dangers of the cyber world and the deaths that it can cause. School should provide a safe environment for kids and offer protection, not threats. Together we can prevent a death of a girl like Rebecca. By Kelsey hoDges
OCTOBER 2013
THE Issue 1 PEREGRINE
STAFF EDITORIAL
Serious situation requires serious practice runs
The deep voice of an AP sounds through the intercom announces a lockdown drill. Everyone begins to hustle and move towards the walls and sit down on the carpet floor while the teacher turns off the light and instructs everyone to quiet down. People begin to giggle, whisper, and make crude jokes in the dark of how everyone could die or how an intruder could kill everyone. Students do not realize that they disrupt the practice of a lockdown procedure, an important drill that prepares students to know what to do in case of an intruder and they need to take the drill serioulsy. During the last lockdown drill, laughter and giggles dominated the majority of the classrooms and students joked during a serious test of the system. Sarcastic remarks and jokes of how an intruder could kill everyone seemed to amuse students and prevent them from following the rules. Others instead took advantage of the situation to talk to friends or check their phones. These students should be aware that the drill allows the school to
prepare everyone for an event of danger and should take importance in the practice. Instead of fooling around, Students took this time of practicing on how to protect their lives as a period of laughter and silliness and believed it not to be serious. However, students should realize that the lockdowns do not serve just as a nonsensical procedure to follow. Incidents such as shootings, stabbings, and intruders in schools have occurred at high schools and colleges in the greater Houston area. The importance of the events have not yet crossed the minds of students due to the immature behavior that still shows itself through the laughter and jokes that students make while practicing a lockdown. Not only do these students demonstrate that they cannot follow directions but they also show that they do not believe that the drill is important. In a poll of 100 students, only eight percent said that the lockdown drill is taken seriously in their classroom. Of the eight percent, they also said that the se-
illustration by Joel Montfort
riousness was due to the strictness of the teachers that they have. Those who do not see the lockdown drill as an important procedure argue that the drill takes away time and affect the learning environment in the classroom. Others claim to take the drill in a serious manner but that the rest of their peers make it difficult to follow directions. Although some students claim the procedure to be a waste of time, teachers like Marte Parham believe the drill to be important and would rather use 20 minutes of class than loose a life, due to non preparation. Emphasizing the seriousness of the practice can help eliminate the problem of immaturity throughout the students in school. Teachers and students alike who believe the drill to have importance can highlight the benefits of knowing what to do during a real lockdown procedure to other people. Watching the news and opening the eyes to reality can also make students realize that following a procedure will help them prepare to possible risks in life.
the student
VOICE
“What type of room environment should teachers expect from you during an intruder in the building drill?”
“
You should be against the wall and stay away from the windows.” [The room] should also be quiet.’’ Rocio Robles, senior
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It should be a silent environment. It should not be obvious that you are in the room.” Alyssa Boykin, sophomore
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A calm and quiet environment is what teachers should want during a lockdown drill.” George Rosales, freshman
15 PEREGRINE STAFF 2013-2014 co-editors AlexAnder Cruz MAtt duBose staff writers seMon AdAMs Iveth GArCIA MonICA GArCIA trevor hArGIs Kelsey hodGes Joel Montfort MArIlyn renderos WIllIAM sCAles nAtAlIe solAno tryton Wendt contributing staff nAtAsshA ArreolA ABeGAIl MACIAs staff adviser MArGIe CoMstoCK principal rAlph funK Jersey Village HigH scHool student Publications’ newsPaPer Policy The Peregrine is the official student publication of Jersey Village High School and is published by the Advanced Journalism newspaper class at Jersey Village High School, 7600 Solomon, Houston, Texas 77040 (713896-3400). It is distributed free to the student body. Subscriptions can be bought for $15, and copies of the paper will be mailed to your residence. The newspaper can be found at www.issuu.com/theperegrineonline Unsigned editorials represent a majority agreement of the staff. The Peregrine is read in advance of publication by the JVHS administration. Advertising is sold by the 1/16, 1/8, 1/4, 1/2, and full page. The staff has the right to reject, edit, or cancel any advertisement at any time. The advertising policy is stated on the advertising contract. Advertising is not an endorsement from the staff, the adviser, the administration, or the Cypress Fairbanks Board of Trustees. The Peregrine is a member of the Interscholastic League Press Conference, Quill and Scroll, and the National Scholastic Press Association. The Peregrine is printed by Mirror Publishers, Inc in Texas City, TX. The opinion of readers is held in high regard. Please send all feedback or questions to our address or room 1712. Letters to the editor need to be limited to 150 words. We reserve the right to edit for spelling and grammar. Letters must be signed.
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THE Issue 1 PEREGRINE
PhOtO StOry
OctOber 2013
W
PumPed To snare “It was a great last parade. I was pumped to show my school spirit, because I’m a role model for all of the new band members, so my adrenaline was going from my excitement,” Alex Beaumier, senior, said.
ith all of the anticipation for Homecoming game, both students and parents attend the annual Homecoming Parade. They gather around the streets ready to catch the thrown candy. Not only were the bystanders excited, but of course the students actually participating in the parade were too. The Homecoming Court was especially excited, as this was their first appearance in front of their peers before the much awaited Homecoming Game. by Natalie SolaNo
TradiTional Candy As the parade moves through the neighborhood Ariel Couvillion, senior, throws handfuls of candy to those along the Homecoming parade route.
HOMECOMING photo by Natalie Solano
photo by Natalie Solano
Called To aTTenTion After presenting the colors, AFJROTC stands at attention. “Performing in front of the crowd was great. I commanded it this year, it was amazing to get to do it. And being with my friends made the performance much better,” Jarrel Comeaux, senior, said. photo by Natalie Solano
photo by Natalie Solano
homeComing CourT The Homecoming Court - Jade Hoang, Janet Gonsalez, Kaila Overton, Ariel Couvillion and Dan Phan, Homero Flores, Mohammed Khan, Jacob Kulhanek stand together.
raising The sPiriT “It was exhilarating to feel the life and spirit of the crowd. You could really feel like a part of the JV community,” Robert Garza, sophomore and mascot, said. photo by Natalie Solano
BrighT as The sun In the parade Zada Gascon, senior, puts her umbrella up along with her fellow Gold Dusters on the float before moving through the neighborhood streets. Zadaria Haynes, senior, walks through the crowd with her fellow Senior Ladies throwing beaded necklaces. “It was my first time walking in the parade. The whole experience brought me and all of the Senior Ladies together,” Haynes said.