The Talon- January 2019

THE

TALON ROCHESTER HILLS, MI // JANUARY 2019 // VOL. 81 ISSUE 4

Gender norms have painted roles, expectations and stereotypes for both genders. They have also changed and been overcome throughout the years. Read more about society’s gender norms on pages 8-9 and page 10.

Photo and graphics by Elizabeth Bulat.

Photo by Elizabeth Bulat.

PAGE 2 || NEWS

THE TALON || JANUARY 2019

NEWS BRIEFS: 3.

2.

1.

Photo courtesy of Rochester High School BPA. j

1. RHS

RHS´s BPA members competed at Baker College in the regionals competition on Friday, Jan. 11. Many local schools took part in the event, and the competitors who placed at the top of their contests are going to move on to the state competition. Each student chose two contests to take part in.

Seniors Yash Kumar and Mackenzie Potter are students from different contests who qualified for the next step.

“I was in the competition of banking and finance, which is pretty much like a 40 question test about different banking and finance concepts,” Kumar said.

“I was also in the broadcast news team. We had to film a five minute broadcast and present it.”

Potter felt confident during her competition.

“My event was the Presentation Management Iindividual. They give you a topic about managing a company. You have to create a presentation,” Potter said. “I was nervous at first, but I got in there I felt more confident.”

Potter worked for many hours to prepare for the event, but she feels that it helped her gain important experience.

“It took me a week of working on it every day for hours,” Potter said. “I think this event will help me know how to prepare better. It will teach me better skills to present.”

Brief by Israel Rosas-Salinas

Photo by Zoe Sawdon.

2. RCS

New school-zone speed limit signs have been posted on Tienken Road near Rochester Adams High School. The speed limit will be lowered from 40 miles-per-hour to 25 miles-perhour on school days from 7 to 7:30 a.m. and 2:25 to 3 p.m., as of Jan. 7.

According to Rochester High School’s police liaison, Deputy Steven Curtis, this change was made to address several problems drivers had been facing near the school.

“They had problems with lighting first off . . . so they are enhancing the visibility there,” Deputy Curtis said. “And they lowered the speed limits because . . . they had problems with collisions.”

Junior Kaeley Sells, a student at Adams High School, feels optimistic about this change.

“I feel like the new speed limit at Adams will prevent crashes and allow for safer commute for students and parents,” Sells said.

As the district continually works to improve safety around schools, Curtis believes that drivers also need to be more proactive and pay closer attention to the road.

“If you’ve got to get to school late, get to school late,” Deputy Curtis said. “We’d rather have you get to school late than not get to school at all.”

Brief by Zoe Sawdon

3. STATE

Democrat Gretchen Whitmer was sworn in as the governor of Michigan on Jan. 1 after she defeated Republican nominee Bill Schuette in the November general election.

“I believe Whitmer will be a great influence in government,” Junior Mackenzie Lovell said.

“She serves as an important part of the women’s wave we received from the recent election and I am excited to see what she does in her position.”

Whitmer’s pick for Lt. Governor, Garlin Gilchrist, was also sworn in. His ascension to the number two spot in the Michigan Government’s line of succession marks the first time that an African American has held the post.

“I believe that diversity is always a good thing” AP Capstone teacher Ms. Erin Burke said. “We need to have different people of various ethnicities representing our government.”

With last year’s most recent election, the Democratic Party has control of all four statewide government offices for the first time since 1990. The majority of the legislature, on the other hand, is Republican.

“Let’s fix our roads, and be the state that’s not paralyzed by partisanship, but works together,” Whitmer said during her inauguration.

Brief by Noah Peterson

Photos courtesy of Creative Commons. Graphic by Noah Peterson.

4. COUNTRY

Cyntoia Brown was granted clemency on Jan. 7 after serving 15 years of a life sentence.

At the age of sixteen, Brown killed Johnny Mitchell Allen, who sexually abused her. She feared for her life and shot him, and she was convicted of first degree murder.

“This month, she was granted clemency by the governor of Tennessee and will be released in August of 2019,” history teacher Mrs. Sarah Thomas said.

The recent change in this case has gotten much applause from the public. Many are happy to see the racial aspect of the criminal justice system being checked. Others support the fact that human trafficking survivors are being addressed and thought about differently.

The unprecedented decision of this case has encouraged activists to fight for other victims of human trafficking and sexual abuse.

“I think that other women in similar circumstances, being tried as an adult while a minor in the type of scenario she was in, will be looked at more favorably for early parole depending on their behavior while serving their sentences in prison,” Mrs. Thomas said.

Brief by Violet Resh

5. WORLD

Egypt will host this year’s African Cup of Nations, a series of soccer games held between African soccer teams. This will be the country’s fourth time hosting the tournament.

“This is a really big deal, seeing that Egypt also holds the highest number of wins in the tournament,” sophomore Elijah Luca said.

Cameroon was supposed to host, but they were stripped of their position due to venue location delays and nearby violence.

“I was disappointed to hear this because Cameroon was the winner in the last tournament, and they earned the privilege to host,” Sophomore Graham O’Neil said.

Egypt will use eight stadiums during the tournament, in five different cities: Alexandria, Ismailia, Port Said, Suez and Cairo.

“This amount is needed because this year the tournament will have 24 teams compared to the 16 teams they’ve posted before,” O’Neil said.

The kick off will begin in June 2019 with the group stage, and the tournament will wrap up with the finals on July 13.

“I will be excited to see how different changes will affect the stages and if Egypt will be able to win once again,” Luca said.

Brief by Bianca Mow

PAGE 3 || NEWS

THE TALON || JANUARY 2019

CLOSED FOR BUSINESS

United States experiences longest government shutdown in history MARIAM HAMMA

LIFESTLYES & ENTERTAINMENT EDITOR At midnight on Dec. 22, 2018, the United States government shutdown for the third time in 2018. As of Jan. 25, 2019, this shutdown has become the longest one in United States history, at 35 days.

Shutdowns occur when the president does not sign the 12 appropriation bills Congress comes up with. These bills decide how much funding each government agency will get. This specific government shutdown occured when President Trump and Congress could not agree to add $5.7 billion to the budget for a southern border wall. Because Congress could not agree on how to do this or even whether to do it, the government shut down.

This shutdown is partial, meaning that some parts of the government are still functioning.

“Depending on the type of shutdown, it affects different agencies,” history teacher Mrs. Sarah Thomas said. “Since this one is partial, it’s affected only certain agencies.”

A partial government shutdown causes nonessential parts of the government to go without funding. As for essential government agencies, employees are required to go to work but will not get paid until after the

shutdown ends.

“The government shutdown impacts a lot of different areas, from national parks to food inspection,” government and history teacher Mrs. Christina Bettes said. “Many government services, such as TSA, Social Security, FBI and US Postal service, will still run during the shutdown. However, many employees who work during the government shutdown are not currently getting paid.”

The first government shutdown occurred in September of 1976 under President Gerald Ford. In the years following that federal closure, the government has shut down a total of 21 times.

“The government has had other shutdowns throughout history,” Mrs. Bettes said. “For example, under President Carter, President Reagan, President Bill Clinton and President Obama, to name a few.”

Many people are upset about the shutdown because it means that families who depend on paychecks from government agencies are not receiving their earned income.

“It’s very unfair to federal employees,” sophomore Abby Schreck said. “They are going unpaid when many of them rely on

the paychecks that they are about to miss this week.”

Others are angry with the government because they believe the shutdown could have been avoided if representatives in Congress were more willing to compromise.

“It’s honestly very sad that because our Congress can’t get their act together, the whole government is affected. Another sad aspect is that this is happening because people let their emotions run wild and won’t calmly think, talk and compromise. It can be argued that this nation was able to get this far by making compromises.,” sophomore Nate Kurokawa said. “However, until congress realizes this, we are forced to wait and hope.”

There are some students who do not follow politics and were not aware that a government closure was in effect. Once sophomore Angelece Drainer learned of the shutdown, she was confused as to how something like this could happen.

“I didn’t know about the government shutdown at first, but it seems a little absurd,” Drainer said. “I can see that not paying people for working will probably negatively affect the work.”

In the beginning of January, President Trump expressed that he could declare a national emergency to get funds for the border wall. However, on Jan. 11, the president explained he is leaning away from doing this.

“I could [declare a national emergency] very quickly.” President Trump said, addressing the nation in a Washington Post video. “I have the absolute right to do it, but I’m not going to do it so fast because this is something Congress should do, and we’re waiting for the Democrats to vote.”

In a press conference on Thursday, Jan. 10, Speaker of the House Nancy Pelosi, discussed what is currently going on in Congress and between the House of Representatives and the Senate.

“Next week, we’ll proceed with legislation that did not pass the full Senate yet but very strongly came out of committee,” Speaker Pelosi said, according to a TIME video. “We’re saying to them, ‘Take yes for an answer, this is what you have proposed.

Why are you rejecting at the expense of the health, safety and wellbeing of the American people? Do you take an oath to the constitution, or an oath to Donald Trump?’”

PAGE 4 || NEWS

THE TALON || JANUARY 2019

2020 PRESIDENTIAL ELECTION

Which Democrats are predicted to take on Trump in 2020?

NOAH PETERSON WEB EDITOR

Even though the 2018 midterms were only months ago, many Democrats have already dropped hints or officially announced that they are running for president in the 2020 election. Unlike in the 2016 Democratic primaries, which were primarily between Hillary Clinton and Bernie Sanders, the upcoming race for the Democratic presidential nomination is expected to have a much larger field. Below are six candidates who could capture the nomination and take on President Donald Trump in the general election, based on polling, the formation of exploratory committes or official announcements.

Sen. Bernie Sanders

Home State: Vermont Age: 77 Offices Held: U.S. Senator, U.S. Representative and Mayor of Burlington Key Beliefs: After losing the 2016 Democratic primary to Hillary Clinton, Sanders proposed a series of bills like Medicare for all, the re-importation of drugs from Canada and ending corporate welfare.

Fun Fact: Sanders played a Rabi in the movie “My X-Girlfriend’s Wedding Reception.”

Sen. Elizabeth Warren

Sen. Kamala Harris

Home State: Massachusetts Age: 69 Offices Held: U.S. Senator Key Beliefs: Warren has emphasized her belief in stonger consumer protection and more regulations in the financial sector throughout her careers in both politics and education. She has also attached her name to other progressive bills.

Fun Fact: Before Warren’s entry into American politics, she taught as a professor at numerous universities, including Harvard.

Home State: California Age: 46 Offices Held: U.S. Senator, CA A.G. and San Fransisco D.A. Key Beliefs: Hailing from the Democratic party’s progressive wing, Harris has a focus on protecting the environment, election security and prohibiting the death penalty. In addition, Harris’s background in law enforcement may be used heavily against themes of governmental corruption.

Fun Fact: Her name means lotus flower in Sanskrit.

Rep. Beto O’Rourke

Home State: Texas Age: 54 Offices Held: El Paso City Councilor and U.S. Representative Key Beliefs: O’Rourke strongly believes in stonger gun control and a pathway to citizenship for Dreamers.

Fun Fact: Beto was the drummer in a band called The Swedes.

Sen. Kirsten Gillibrand

Home State: New York Age: 54 Offices Held: U.S. Senator and Representative Key Beliefs: Gillibrand has focused on women’s issues and was one of the the first to support abolishing I.C.E. Fun Fact: Gillibrand can speak Chinese.

Vice President Joe Biden

Home State: Delaware Age: 76 Offices Held: V.P. and U.S. Senator Key Beliefs: He has yet to drop hints as to what he may run on, instead focusing on his experience in politics.

Fun Fact: Biden was first elected to the Senate at 29, but was sworn in on his 30th birthday because he was too young.

Sen. Cory Booker

Home State: New Jersey Age: 49 Offices Held: Newark Mayor, city councilor and U.S. Senator Key Beliefs: Booker is an advocate for criminal justice reform and would likely focus on that during his campaign.

Fun Fact: Booker played football for Stanford University.

Scheduled 2020 Democratic Primaries by Month

Map templates courtesy of Creative Commons. Graphics by Noah Peterson.

February (In Pink): Iowa Caucus, New Hampshire Primary, Nevada Caucus and South Carolina.

March (In Green): Alabama Open Primary, California Mixed Primary, Massachusetts Mixed Primary, North Carolina Mixed Primary, Oklahoma Closed Primary, Tennessee Open Primary, Texas Open Primary, Vermont Open Primary Virginia Open Primary, Louisiana closed Primary, Idaho Closed Primary, Michigan Open Primary, Mississippi Open Primary, Missouri Open Primary, Ohio Mixed Primary, Arizona Closed Primary, Florida Closed Primary and Illinois Open Primary.

April (In Red): Wisconsin Open Primary, Connecticut Closed Primary, Delaware Closed Primary, Maryland Closed Primary, Pennsylvania Closed Primary, Rhode Island Mixed Primary.

May (In Blue): Indiana Open Primary, West Virginia Mixed Primary, Arkanasas Open Primary, Kentucky Closed Primary and Oregon Closed Primary.

June (In Yellow): Montana Open Primary, New Jersey Mixed Primary, New Mexico Closed Primary, South Dakota Closed Primary, Puerto Rico Open Primary, Washington D.C. Closed Primary.

THE TALON || JANUARY 2019

PAGE 5 || FEATURE

SERVING THE USA

Students join the armed forces after graduation ELIZABETH BULAT EDITOR-IN-CHIEF

very Wednesday, and again every other weekend, senior Maya Smith goes to Selfridge Air National Guard base in Macomb County to train for the Young Marines. She has been a part of this program for three years and participates to serve her country and learn what it takes to be a Marine in the future.

Through her experiences, Smith says she has been able to serve her country and learn about teamwork, leadership and discipline. Being a member of the Young Marines has also prepared her to serve for the Marines in the future by providing her with knowledge of Marine drills, history and expectations.

“The most important thing I’ve learned as a Young Marine is the power of a team over an individual. To reach higher senior rankings, Young Marines have to attend week-long summer boot camps called Leadership Schools, and there I did several fitness and drill activities with YMs from around the country I had never met,” Smith said. “Learning how to band all different kinds of people together to reach a common goal is something I know I will need all throughout my life.”

Being a part of the Young Marines has also provided Smith with opportunities for her future both academically and militarily. Smith was awarded the National Four Year Marine NROTC Scholarship through her Young Marines program. After graduation, she will attend Miami University of Ohio and train with Naval Marine Reserve Officer Training Courses while she takes classes to earn her four-year degree. She hopes to join the Marines and become a Marine Officer after college.

“The Young Marines has given me the opportunity to travel the country and taught me essential discipline and communication skills, as well as patience,” Smith said. “It has also made it easier for me to access information about military and college opportunities because all the adult staff members are veterans.”

After graduation, some students go to serve in the Armed Forces instead of attending college right away. Among these students is Owen Fisher, a member of RHS’s Class of 2018 who recently attended bootcamp and joined the Army. He believes everyone should serve their country in some capacity and feels that he is fulfilling his duty as a citizen by joining the Armed Forces.

“I’ve done a lot of things 99 percent of the population will never do, like use military weapons, extreme discipline...ride in a helicopter and land tanks,” Fisher said. “I learned a lot from my drill sergeants about life, like always hold yourself to a very high standard, and what it means to want to serve your country.”

Senior Erica Straus is dating Fisher, and they stayed together when he went to bootcamp for four months. They stayed in touch through letters over the months, and Straus is proud of her boyfriend’s commitment to his country. She encourages students who may be contemplating joining the Army by reassuring them that strong friendships and relationships will persevere during the months of training.

“I wouldn’t worry about it,” Straus said. “I think the people that will stick around will keep up communication and remain friends through the boot camp and possible deployments. It’s not easy for couples, but hey, if you really like or love the person, it is 100 percent worth it.”

Assistant principal Mr. Casey Wescott is also encouraging to students who are interested in serving their country after graduation. He thinks it is important for students to be aware of a plethora of options after graduation. He helps to organize regular visits for military recruiters to come to RHS during students’ lunch. The recruiter is then able to talk to students who are interested in joining the military and encourage them to pursue joining the armed forces. Having a recruiter come to RHS provides students with information and confidence when making the decision to join the military in the future.

“I don’t think that enough students actually realize all of the benefits that the Air Guard

has to offer and how it can assist them with achieving their personal and professional goals,” Air Guard Recruiter Raymond Stier said. “It is hard to describe the personal satisfaction and pride that is developed by becoming a proud member of the Air Guard.”

Senior Dean Raciti plans to join the Marines after he graduates high school this spring.

He has enlisted for six years and is enthusiastic about the lessons he will learn and the experiences he will face. Raciti is also looking forward to meeting people who have similar values and goals as he does.

“I decided to enlist in the military, because I felt it was an obligation to serve my nation, which has given me everything I love and value. I do it for God, for family, for friends and for country,” Raciti said. “I chose the Marine Corps specifically because of its rich history, and its determination towards defending the United States, as well as the fact all Marines are riflemen, which means if the time comes, all Marines are capable of fighting its nation’s battles.”

The military provides those who enlist with social and economic benefits. This may be a motivating factor for students to enter, especially due to college’s demanding cost. The military can eliminate or mitigate students’ financial needs.

“There’s obviously the benefit of serving the country and protecting the American population, which is extremely respectable and not something many get to do, but you can also make a career out of it, get student benefits, healthcare, etc,” Straus said. “It’s an overall great opportunity, and you don’t have to fully commit if you want to pursue an education and civilian job.”

Raciti looks forward to serving his country, but offers a word of caution to those who are interested in joining. He advises students to develop a plan for their future after their time of service. He also emphasizes communicating with family before enlisting, and most importantly, speaking to a recruiter, who can provide a lot of information about this lifechanging decision.

“Think of your decision before you sign that dotted line. Know the risks of enlistment.

Enlisting in the military is honorable, and takes big commitment that should not be taken lightly,” Racetti said. “Join a branch which you envision yourself in. Every branch has its own purpose. Do not enlist in the military if you are trying to boost your ego, or trying to make yourself seem bigger in the eyes of others. You will get hit hard and fast by reality, and be miserable in your years of service.”

Fisher also has advice to students who are debating joining the armed forces. Like college or a trade school, Fisher sees entering the military as a rewarding and respected option for after graduation.

“If you’ve felt the call to serve, it’s probably your gut telling you to go experience some crazy things. You won’t regret it,” Fisher said. “It was a hard four months being at basic, but it’s all worth it when you see your family in your dress blues and you know what you just accomplished.”

“The most important thing I’ve learned as a Young Marine is the power of a team over an individual,” senior Maya Smith said. Photo courtesy of Maya Smith.

THE TALON || JANUARY 2019

PAGE 6 || FEATURE

ATTENDANCE INCENTIVE

Students share their views on the exam policy HOLLY MCDONALD AND SANYA GUPTA STAFF WRITERS Senior Victoria Thor lays in bed on a morning before school. On this exact day three years ago, she was a freshman student at RHS taking an exam. Now, she is able to be exempt from her exams because of the attendance policy within Rochester Community Schools.

Thor feels positvely about the attendance policy and exam incentive.

“People feel less stressed because if they are exempt, they can choose to take their exams to raise their grades,” Thor said. “It won’t affect them if they get a bad grade.”

The attendance incentive offers students the option to take their exams if they have missed three days of school or less. They must also have a semester grade of at least 77 percent, or 65 percent with no missing assignments and no suspensions. Students who qualify for the incentive have the choice to take their exams, and if they choose to, the exam can only help their grades.

“I like it because it makes many students come to school more,” freshman Bella Weiss said. “It makes them get better grades and turn in their work.”

Even though there will be many students who have to take the exam, math teacher Mr. Rob Byrd wants students to understand that it’s not a punishment.

“Students and some of the community don’t understand that’s it’s not a penalty, it’s just assumed it’s a penalty right away,” Mr. Byrd said. “Changing that mindset has been extremely difficult, but we’re working on it.”

Thor was required to take her exams freshman year, but she doesn’t remember them being too difficult.

“Exams weren’t too bad since teachers gave us a study guide,” Thor said. “This was my freshman year, so I’m not sure if this affects the level of difficulty.”

Freshman Evie Ansari believes that everyone should take at least some of their exams, even if they aren’t required to take them.

“I think it’s great to encourage school attendance, but students should all take their exams,” Ansari said. “If they have good attendance then the grade won’t count if they do bad, and they will get experience with exams before college, where they do matter for your final grade.”

According to freshman Ellie Thibideau, taking the exams will help prepare students for college, where they won’t have an attendance policy and are required to take exams in all classes.

“Even if people take half of their exams, when they’re in college they will have to take all of them,” Thibideau said.

“They won’t be prepared to study for all six exams.”

Having the exam policy has shown to decrease the number of absences, along with raising the average GPA. “Basically, across all four high schools, we’ve seen 25 percent fewer absences than we’ve had in the previous years,” Mr. Byrd said. “Our GPA has also gone up. I don’t know how much exactly, but it’s been noticeable, and that’s across all the buildings as well, which is great.”

This policy is not going away any time in the near future.

Mr. Byrd shares his thoughts on how long he thinks the policy will stay in place.

“Forever is a weird word to say, but we really like the program and we really think it’s going to stay in our immediate future, but we’re always trying to improve and make it better,” Mr. Byrd said. “No program will ever be perfect, but we’re just trying to make it the best we possibly can.”

Although it comes with many positives, the attendance policy also comes with its negatives. Ansari points out that because students want to avoid taking exams at the end of the semester, they may come to school even when it’s best to stay home.

“You can’t be absent for more than three days, otherwise your exams count and you have to take them,” Ansari said.

“So if someone gets sick, they will probably go to school to avoid taking their exams.”

If students had the opportunity to share their input on the attendance policy, some would change a few things, including the part of the policy that requires students to take all exams, even if they have only reached more than three absences in one specific class.

“I would make it so you can take fewer exams, but not have to take none,” Thibideau said. “If you miss four days in one class, you would only have to take them in that class.”

Some students who are newer to high school may not know the history of how the policy works and why it was formed. Mr. Byrd explains the issues with the district’s previous policy and what they are currently working on to change it.

“Our old attendance policy was problematic because it tied attendance to grades, and that’s something we couldn’t keep in the future. So, we had to change it,” Mr. Byrd said.

“We figured attendance, if we wanted a policy, it had to be tied to something that applies to all students, not just subsections. We are looking at other incentives. We like the policy in play, but we want to see if we can wind it a little bit.”

Mr. Byrd also explains some changes to the program that he thinks might take place in the future. The district Grading and Attendance Committees are looking into changing the incentives.

“We’re not 100 percent sure how to motivate students.

We have ideas, but some are expensive, and some we don’t think are feasible,” Mr. Byrd said. “If you miss that fourth day, people are like ‘whatever’ and miss 100 days. We’re trying to reign that in so if you miss five days, there’s an incentive between three and five days. We don’t know what the exact number would be, or incentive, but something like that.”

Thibideau knows that the attendance incentive is very motivating to students who may not have had the opportunity to be exempt from previous exams.

“Overall, I like it because it encourages good attendance and grades for kids who may not normally try as hard,” Thibideau said.

Ansari has a very positive outlook on the policy, and although she’s only a freshman, she understands the importance of exams.

“I plan on taking my exams this year even though I am

exempt because if I take it, it’s a win-win situation,” Ansari said. “If I take the exams, it’s great practice for college and if I do good then it could boost my grade, and if I do bad it doesn’t count. The only hard part will be getting out of bed.”

Graphic created by Talon staff.

A student fills out a bubble sheet for an exam.

Photo by Holly McDonald.

THE TALON || JANUARY 2019

PAGE 7 || ENTERTAINMENT

“A CHARMED LIFE”

Students rehearse for “A Charmed Life,” written and directed by senior Jane Bailey.

Photos Courtesy of Hope Laurencelle.

Senior writes and directs one-act play ELIZABETH BULAT EDITOR-IN-CHIEF

For the past three years, every winter senior Jane Bailey participated in the Rochester Alliance of Theatrical Students’ production of the one-act play. This year, she was given the opportunity to direct and write the one-act play, rather than perform like she had in the past. The play will be performed at the Mid-Michigan Theatre Arts Festival held at Garber High School in Essexville, Michigan. This is the 24th year that RHS will submit a one-act play to the festival.

“It’s also a completely different perspective,” Bailey said. “Especially as far as theatre goes, I want to see things from every point of view and not just things from performing on stage.”

Mr. Frank Gollon is in charge of RATS and explained that the one-act play is usually student-produced. In the past, alumni students and current students, like Bailey, have been given the opportunity to write and direct the one-act play. Having students involved to this capacity alters the role that Mr. Gollon plays in the play production, since he is often the director during the fall and spring RATS productions.

“With the one-act, my role is more adviser/mentor,” Mr. Gollon said. “Jane and the crew heads develop the overall design of the production and I help them to determine

the most effective way to bring it to life.”

Bailey approached Mr. Gollon last spring with her idea for this winter’s one-act play.

He agreed, since the play fit well with the festival’s requirements. The play that Bailey wrote, “A Charmed Life”, is based off a memoir that her great-grandmother had written about her life in Detroit. Bailey has respect and admiration for her greatgrandmother and wanted to bring her story to life through her passion for theatre.

“The play is a collection of memories spanning several generations,” Mr. Gollon said. “The story lent itself well to the format we need at the festival, which is a play under 45 minutes in length.”

Bailey plans to study performing arts in college at Oakland University. While she plans to make acting her focus in college, she explained that if the opportunity to produce and write a play presented itself in the future, she would absolutely do it again.

Both writing and directing the play has been stressful and a lot of work for Bailey, but her directing assistant Robert Stelmaszek explained that she has been managing the workload well.

“Jane is doing wonderfully. She knows how to work a crowd and get everyone to listen without being too much of an iron fist (although it’s kind of her schtick to

be),” Stelmaszek said. “She’s been great to work with, always being very inclusive of my input and tasking me with what needs to be done. I believe that RATS’s ‘A Charmed Life’ has something for everyone and will be exceptionally enjoyable— it has been for me.”

Stelmaszek has been a great help to Bailey through the production process. He assists by taking notes, designing shirts, taking attendance and helping to run rehearsals.

Bailey also attributes much of the play’s success to the actors’ talents, flexibility and cooperation.

“I have another diretor working with me. and he is very hardworking as well. That really helps,” Bailey said. “The actors are very talented, so I have a lot of good stuff to work with, and it’s always exciting and I’m always happy to go to rehearsal everyday.”

The one-act play being student run makes for a unique experience for the actors and producers alike. Mr. Gollon explained that since Bailey wrote the play, she has the ability to change things in the script to fulfill her artistic vision of the production.

“Having a student director for the play definitely opens up more opportunity for the entire theatrical team to have more of a voice during production,” Stelmaszek said.

“More room for tweaks can be made to keep

things tightly tailored to our cast— there is less of an authoritative wall to have to bounce our ideas off of.”

Those acting in the play, including sophomore Tara Flaherty, look up to Bailey, as she held the lead role in last fall’s RATS musical, “Once Upon a Mattress.” Since Bailey has extensive acting experience, the actors respect her opinion and are happy to receive advice from her.

“I’ve always loved Jane’s acting skills,” Flaherty said. “So having her as a director can be nice because she knows what it’s like to be the one acting and she can give some amazing tips.”

The experience has been helpful to Bailey as well because it provides her with a new perspective on acting. She admits to being very particular about directing the play and sticking to her vision, so she is using this opportunity to develop patience with the actors to help them improve. The growth that Bailey is welcoming from writing and directing the play allows her to express her creativity and become a more aware actor.

“It’s going to help in quite a few ways,” Bailey said. “Especially being in the director’s shoes and being able to see what it’s like and being able to have empathy for the director, it also gives me a sense of what the director is looking for.”

PAGES 8-9 || FEATURE

THE TALON || JANUARY 2019

MYTH BUSTERS: GENDER STEREOTYPES EDITION Students and staff reflect on gender norms’ impact MARIAM HANNA

LIFESTYLES & ENTERTAINMENT EDITOR

AVA BIORDI

STAFF WRITER

This chart demonstrates the number of boys who say they care a lot about their grades in light blue. At 70 percent, this displays that boys do care about school.

Every day, Dr. Lisa Menuck, a child, adolescent and adult social worker, works with clients who are struggling with their mental state and finding their identities. Some of these clients are having a hard time because of gender stereotypes, the preconceived ideas that what someone likes and does is based on whether they are male or female.

Gender stereotypes were more prominent in the past, but are still relevant today in other countries, such as areas in the Middle East and East Asia. However, while gender norms are dying down, they still do exist in 21st century America. Though some individuals feel gender norms are acceptable, others argue that stereotypes cause personal and political problems.

Some common stereotypes are familiar to many individuals, like the notion that girls like to go shopping and boys like to play sports. Although this is true for some females and males, there are a number of ladies who are athletes and men who enjoy shopping. “[I see] the stereotypes of guys having to like sports and girls having to shop,” sophomore Megan Baker said. “I think you should just let people do what they want to do regardless of their gender.”

From a young age, Baker noticed that children and adolescents who do not follow gender norms, like a boy who likes the color pink, are often laughed at by classmates.

“As insignificant as it may seem, I remember when I was younger, there was a boy who really liked pink,” Baker said.

“A lot of kids made fun of him for it, which is a pretty dumb thing to get made fun of for. It was a long time ago, but I still remember it because even then, I thought it was kind of weird to make fun of somebody for something so small and meaningless.”

Marketing has also played a role in gender stereotypes. In commercials for Barbie dolls or glittery DIY kits, girls are often shown laughing and having fun. On the other hand, in many nerf gun or toy truck commercials, boys are portrayed crashing toys into the wall. According to the BBC, in the UK, the Committees of Advertising Practice will enforce a ban on ads that depict harmful gender stereotypes in June 2019, after a review found that these depictions can impact the choices of children, teens and adults.

“From a parent’a perspective, I think many of those traditional roles might exist early on,” sociology teacher Mr. Patrick Luea said. “For example, girls might be given items that are pink or purple. They’re given dolls to play with, they’re

This chart displays the percentage of girls who play a sport in light blue. At 78 percent, this data shows that sports are not only played by boys.

taught to be more feminine and to dress up. So, that’s where those stereotypes begin most of the time. Likewise, for a young man, they’re given more toys that might be violent, like dolls that have guns or they shoot each other.”

Young boys are often taught not to express their emotions because it is a feminine trait that would show weakness, and Mr. Luea points out that this could have a negative impact on their development later in life.

“I think it can be difficult or challenging for young men, because on one side they want to make their parents proud because maybe this is what they’ve been taught,” Mr. Luea said.

“Yet, I still think they have those emotions and sometimes, I think it can be really difficult for them to express that because they. . . don’t know how. I think that it’s extremely challenging because at some point they’re going to be emotional about something and they have to learn how to deal with it if they can’t explicitly express it.”

Another aspect of gender stereotyping occurs in athletics.

Sports geared toward young men are physical and permit more aggressive gameplay, while sports with girls-only teams do not allow nearly as much contact.

“In girls lacrosse, they don’t wear pads or a helmet,” Mr. Luea said. “They’re not really allowed to physically contact each other too much. With guys, it’s the extreme opposite.”

Throughout American history, up until the mid to late 20th century, women were socially expected to stay at home and raise their children. As a result, many women were not able to pursue much of an education, which affected their literacy skills and their political awareness.

“The old stereotype was that girls stay home and have kids,” Mr. Luea said. “I think that’s gone for the most part... As far as sexism. . . from a teacher’s standpoint, I get such a diverse group of students [who have] have been together for so long that I don’t really see too much of that even almost to a slight degree.”

Although they still exist, gender stereotypes have come a long way in the United States. In the 17th, 18th and 19th centuries, men and women had roles they were expected to live up to. This began changing in the 19th century through reform movements, such as the women’s rights movement, and ever since then, men and women have continued to become closer to equal in the eyes of society.

“I think that things are changing wildly, and I think for the better,” Dr. Menuck said. “My feeling is that people should be

This chart shows the percentage of boys who like shopping in light blue. At 64 percent, the data reflects that shopping is not only a girls’ activity.

able to do whatever they want to do, that it’s changed wildly since the years where women were supposed to be home and in the kitchen or only doing certain jobs, and I think that it’s been for the better.”

Some people believe that while gender stereotypes do exist, there is not an issue with holding traditional roles within a family or in society.

“I think a lot of it is generational. Your grandparents might have one particular view, your parents have one particular view, you have a view, and so based on their own experiences, maybe the traditional roles your parents have, there’s nothing wrong with them,” Mr. Luea said. “Maybe gender stereotyping is the wrong phrase for it, because traditional roles still do exist. Moms still stay at home. From a majority standpoint, women do stay home more than men. But to address it from a standpoint of the entire United States, I don’t think you’ll ever completely get over it because there’s always going to be some percentage, some small area that still values those typical roles that men or women posses.”

Mr. Luea suggests that students turn to a trustworthy adult if they experience bullying or any form of discrimination due to gender stereotyping.

“The best thing you can do is you got to talk to somebody about it,” Mr. Luea said. “When students or even an adult starts to internalize things, they second guess if they were doing something wrong or if it was their fault. They try to tuck it away somewhere instead of actually dealing with the issue. So the first thing you can do is talk to somebody that you trust. It could be a friend, a parent, a teacher, or a counselor., whatever you feel comfortable with.”

In regards to the government, much is changing with female representation in presidential races, Congress and in the judicial branch. While a majority of leadership roles in American politics are held by men, in today’s Congress, there is a record breaking number of female representatives, with 115 women serving.

“We have women that step up and also men that step up for them, and little by little, I think things are changing,” Dr. Menuck said. “I think that you look at the government, the Congress, [you would see this].”

There has also been an increase in the number of girls and women who are pursuing STEM careers. STEM is an abbreviation for science, technology, engineering and math.

These were fields that, for many years, were dominated by men.

This chart shows the percentage of girls who consider themselves leaders in light blue. At 82 percent, the data shows that girls are leaders, too.

The graphs to the left reflect students’ responses in an anonymous poll. The colors in the graphs indicate the following responses: Light Blue- Cares/agrees a lot Pink- Cares/agrees, but not too much Purple- Cares/agrees a little Dark Blue- Doesn’t care/agree at all

“I think that we have made great improvements to get rid of gender stereotypes and support women in careers that are often dominated by men, and men in careers that are often dominated by women,” Baker said. “Whether you’re a woman that wants to be an engineer or a man who wants to be a nurse or a teacher, it doesn’t matter, as long as you find yourself doing what you love.”

According to Mr. Luea, acceptance is crucial when it comes to letting go of gender stereotypes. Mr. Luea believes that just because someone does not agree with another person’s lifestyle, it does not mean that he or she should treat that person unfairly.

“I think it’s just important to note that people have to learn to be more accepting of others,” Mr. Luea said. “I think that’s a key component to those gender stereotypes. I think we get caught up really easily in wanting to label people because it’s easy, but on the other hand, one person’s choice and what they want to do might not necessarily reflect your personal choices.

You might not agree with it and that’s fine, but the most important thing to do is to be understanding of the choices that other people make.”

All over the world, people have different opinions about gender stereotypes. These ideas could be based off where they grew up, what their parents believe or what they have experienced. For some people, gender norms are something society needs to work toward getting rid of, and, for others, gender stereotypes are what keeps society from falling apart.

“I think we are entering into a world that, in some ways is much more acceptable,” Dr. Menuck said. “But then, you are also going to find that there is prejudice and people that are resistant in every avenue. I think that time is changing. Maybe it’s changing too fast for some and not fast enough for others.”

Baker encourages others to find paths in life that work for them as individuals, regardless of gender stigmas.

“I think that you should just not care what other people might think or the stigma around gender and figuring out who you are should be based on what your gender is,” Baker said.

“You should do whatever you want and whatever makes you happy, and be proud of yourself, regardless of whether other people are doing that or not.”

Photos courtesy of Creative Commons. All graphics and data created and collected by Mariam Hanna and Ava Biordi.

PAGE 10 || OPINION

THE TALON STAFF Adviser: Mrs. Facca Editor-in-Chief: Elizabeth Bulat Copy and News Editor: Violet Resh Feature Editor: Zoe Sawdon Entertainment and Lifestyles Editor: Mariam Hanna Sports Editor: Bianca Mow Business Manager: Noah Peterson Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff Staff

Writer: Colin Alison Writer: Wyatt Anness Writer: M. Conner Arsenault Writer: Megan Belz Writer: Ava Biordi Writer: Kate Breitschuh Writer: Javionna Davis Writer: Chad Dazo Writer: Kari Eickholdt Writer: Aryn Gallacher Writer: Alex Glaspie Writer: Sanya Gupta Writer: Fazil Hussain Writer: Collin Kilpatrick Writer: Holly McDonald Writer: Pooja Patel Writer: Summer Rawashdeh Writer: Maggie Rhymstett Writer: Raghda Romaya Writer: Israel Rosas Salinas Writer: Preston Schroyer Writer: Rahi Shah Writer: Sharan Shibu Writer: Megan Splan Writer: Devin Toma

THE TALON POLICY The Talon is the official student publication of Rochester High School. We are now available both in print and online editions. Check out rochestertalon.com, @rhstalon on Twitter, @falconsofrhs on Instagram and like The Talon on Facebook for more great content.

The print edition of The Talon is issued monthly during the school year and is devoted to the interest of the student body, parents and alumni of RHS. The Talon strives to create a publication that is informative, entertaining, accurate and professional.

The mission of The Talon is to accurately, truthfully and professionally report on events and issues that are of interest to the student body, entertain readers and serve as a valuable archive of the happenings of the school.

The views expressed in The Talon are those of the staff or individual staff writers and do not necessarily represent the views of the administration.

The editors encourage communications and reactions from students, alumni, parents and friends of the school.

All communications must be signed, but signatures may be withheld from publication upon request. The Talon values feedback from the community on its articles and other media. However, we maintain the right to censor inappropriate dialogue in comments.

MEMBERSHIPS

THE TALON || JANUARY 2019

STAFF EDITORIAL:

Are gender stereotypes limiting?

Gender stereotypes are very prevalent in society today. Some stereotypes are

seemingly harmless, like dressing a baby girl in pink or painting a boy’s room blue. These actions may seem natural, but believe it or not, they are rooted in our society’s gender stereotypes. However, these stereotypes go beyond just colors— they limit jobs, expectations, and opportunities for both males and females. Society is overcoming many long-standing expectations, but the stereotypes are still very influential in modern America.

Gender stereotypes have painted the picture over the years that women are to stay home, raise children and cook. Meanwhile, men work, go out and do more hands-on jobs. These expectations make it seem unnatural for men to stay home with children during the day or for women to be the primary earners for their families. Although this situation is uncommon, it has grown in recent years, revealing how the expectation for men to work is declining. For instance, in 2013, Pew Research found that 2 million fathers were a child’s primary caretaker, and in 2017, the National At-Home Dad Network, a program that encourages men to confidently defy male stereotypes, estimated that 7 million fathers in America work and/or raise their children from home.

In recent years, a significant number of women have entered the workforce and reduced the long-standing expectation to focus on their homes and families.

Now, 44 percent of wage and salary workers are women, which illustrates that women are given many opportunities to earn a living. However, the means by which they are able to do so are dictated by gender stereotypes. For example, women’s stereotyped gentle nature makes them more expected to be a teacher in society than men. This is illustrated in a 2017 study by the National Center of Education Statistics, which showed that 77 percent of American teachers were female. Furthermore, the idea that men should show strength and toughness is emphasized in society, leading them to take on more physical jobs. Carpenters in America are 97.9 percent male according to a 2016 study by The Globe. There are obviously opportunities for both genders to pursue careers in a plethora of jobs, but gender stereotypes seem to influence which careers they choose.

Society’s gender stereotypes also affect children. These characteristics are limiting to the expectations that boys and girls face, making individuals accustomed to them once they reach adulthood. Girls are socially allowed to be emotional and weak. Meanwhile, boys are encouraged to be strong and tough.

Girls cry when a friend is mean to them, when boys are told to “be a man” or “toughen up.” Girls are not encouraged to play rough, when “boys will be boys.”

These childhood gender norms are especially noticeable in athletics. For example, in boys lacrosse, players are allowed to check each other, but it’s against the rules in leagues for girls who play at the same age. Additionally, boys often play more physical sports, including football and hockey, that encourage them to challenge one another physically. Girls often dominate sports with less contact, like dance. Although there aren’t strict rules stating that girls cannot play football or men cannot dance, society’s gender norms attract children to athletics that are associated with their respective gender norms.

In the unbiased and anonymous poll of the Talon staff, 22 members believe that gender stereotypes are limiting to both genders in society. Meanwhile, 6 members think that both genders have equal opportunities despite society’s gender norms.

Some people believe that gender norms are harmless and there isn’t a problem with certain people gravitating toward interests, careers or preferences.

However, gender stereotypes are still limiting for those who may not identify with their gender’s norms. For example, according to Pew Research, the majority of women millennials believe that men have an advantage in the workplace.

Gender polarizing opinions like this also may influence society’s view of gender norms, since one group may not be able to recognize their advantage.

Clearly, gender norms are present in society, and they influence how people of all ages are treated and act. Gender norms are constantly changing and being overcome. They are factors that often go unnoticed, but are subtly dictating society and limiting opportunities for men and women.

”I feel like stereotypes don’t play a big role in people’s lives. People can do whatever they want and stereotypes can’t stop them.”

Colin Allison, senior

“When people come out to the world that they are bisexual or transgender, sometimes people can take it the wrong way or they disagree with the decisions they have made while going out to public places.”

Megan Splan, freshman

“Gender plays an important role in how some people think and the way they think, and it affects their actions.”

Rahi Shah, freshman

PAGE 11 || OPINION

THE TALON || JANUARY 2019

THE BAD RAP ON GEN-Z

Popular criticisms made against the next generation are undeserved VIOLET RESH

COPY EDITOR

Encompassing everyone born between 1995 and 2015, Generation Z has been growing in numbers and is now emerging as a unique and energetic group, ready to shake up the world. As kids of Gen-Z get more involved with the world, their characteristics have become more defined, as well the criticisms they face. Stereotypes have already formed around Gen-Z’s short attention span and tendency to be indifferent to anything not directly affecting them. There is a lot of pressure on Gen-Z to make big changes and fix many of the problems that plague society today, but there exist some unfair doubts about Gen-Z’s capabilities.

One of the biggest judgements about kids of Gen-Z is the idea that they are self-absorbed and have incredibly short attention spans. While they may come across this way, it’s not necessarily intentional. Today there seem to be a million things to see and do, and not enough time for everything. These kids move quickly to keep up with all that is happening in the world around them. If they stop at every little thing, they would fall behind in this fast-moving era and miss out on a potential opportunity. This practice to constantly keep searching for the next big thing has become a means of survival and a way to get ahead in our competitive society.

Gen-Z has also been deemed sensitive and dramatic.

Critics say they react to every little thing and cause trouble.

However, this can instead serve as a testament to their courageous character. Gen-Z has no problem standing up for what they think is right. They are willing to confront authority and make it clear they are not willing to tolerate any kind of oppression or poor treatment. It’s this fighting spirit that has prompted various social movements to take place during this time period and influence their views as well.

Their participation in these impactful events further combats another stereotype that Gen-Z is apathetic and detached from serious and important matters. While there may be exceptions, there is clearly a strong, passionate presence among Gen-Z that shows they are ready to take over and lead society with their determined and fresh

G E

attitude. They care and are willing to make action on their ideas.

Another common belief is that Gen-Z is dangerously technology-dependent. They rely heavily on constant entertainment and communications to an obsessive level that interferes with their relationships and living in the “real world.” Aspects of this assessment do prove to be true in Gen-Z, but it’s also important to highlight the positives.

Social media has become such a catalyst for various ideological movements and a medium for people from all over to communicate with one another. It has spread information and ideas in a way that has helped people create relationships with others at the same time. Information is transported so quickly and efficiently that Gen-Z has a much deeper and truer understanding of the world around them.

The time Gen-Z spends talking face-to-face compared to interacting indirectly through a screen is another frequent criticism the generation faces, and while the comparison is not ideal, can society really blame the kids of Gen-Z? They are exhausted and usually extremely busy trying to balance sports, academics, extracurriculars, internships and other responsibilities. They don’t have the energy to meet up with friends on top of it all. Instead, they use a much easier alternative, easily accessible to them at all times in their crazy schedules.

Of course, Gen-Z has its flaws, just like any other generation. The criticisms against the next generation may ring true in some respects, but for the most part, they have been blown out of proportion and are painting Gen-Z in a very negative light, before they have even had a chance to truly express themselves. If these kids are going to reach their full potential as a generation, society shouldn’t be tearing them down so harshly.

While this generation intends on breaking the norms and changing the way the world runs, this isn’t a change that should be feared. On the contrary, for the best outcome, Gen-Z should be welcomed by others as a generation ready to help make their contribution to society. If today’s problems are to be fixed, the world needs the fresh thinking and compassionate leaders from Gen-Z to be at the forefront, working alongside previous generations.

N

Positives - Straightforward - Motivated - Tech savy - Good at communication - Accepting of others - Strong-willed - Makes things happen

Negatives - Relatively short attention span - Blunt - Slightly sensitive and dramatic - Relies very heavily on social media - Less face-to-face interaction

All graphics created by Violet Resh.

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Z

PAGE 12 || LIFESTYLES

THE TALON || JANUARY 2019

TEEN SLANG

What’s up with spilling the tea?

VIOLET RESH AND MAGGIE RHYMSTETT

COPY AND NEWS EDITOR AND STAFF WRITER Each generation of teenagers has developed a way of speaking using popular terms that often turn cliche. This new vernacular can be difficult for teens to define, but is still simple enough to incorporate into their everyday conversations.

“Slang is usually regarded by linguists as an informal kind of language,” Oakland University linguistic professor Michael Smith said. “But it is notoriously difficult to accurately define.”

Popular terms kids use today are “spilling the tea”, “getting the bread”, “snack” and “it just be like that,” among many others. For senior Lauren Gregorio, slang is not about literal definitions. Instead, it is about fun expressions that can catch people’s attention.

“It has to be just off enough to make it funny,” Gregorio said. “But, it is not completely off enough so it doesn’t make sense.”

This generation’s vocabulary is heavily

influenced by social media and the internet, a communication network that other generations didn’t have access to as widely.

“James Charles started the whole ‘sister’ thing,” senior Sydney Kohrman said.

“Sometimes it just starts with someone who’s a YouTuber. Now the whole internet is just one big inside joke.”

Through various apps and other media platforms, kids catch up on the latest buzz.

“Social media is basically our communication now,” junior Tarek Murray said. “When [students] hear about a trend, it skyrockets right away and everyone is onto it.”

As soon as something different is out there, many students share it with friends and classmates. Eventually, this leads to adolescents being familiar with slang terms in one way or another.

“The slang of today is formed and spread much faster than earlier technology,”

HIGH SCHOOL

“I think I made the most of it” RAHI SHAH

STAFF WRITER Senior Maya Smith reflects on her high school years, thinking back on all she has experienced. For Smith, being able to travel the country with the track team, go to Friday night football games with her friends and boyfriend and having teachers and coaches who were always there for her lead to an overall positive experience.

Like Smith, many others take some time to look back on their high school careers and what they have accomplished as their time at Rochester High School comes to an end.

Senior Susie Berns describes the ups and downs of her high school years.

“Freshman year was a weird transition,” Berns said. “Sophomore year I kind of got it back together. Junior year was difficult.

Senior year I’m done and scared for how life’s going to turn out.”

It can be hard to describe the four years of high school in one word, but some seniors are able to provide their perspectives.

Smith chose the phrase “well-rounded” to describe her high school experience.

“I had fun with my friends and played varsity sports,” Smith said. “I was still able to get into a good college with my dream scholarship.”

Senior Keely Zeigler feels the word “growth” best describes her high school experience. The only regrets she has are not being able to take more electives and classes. “[In high school] you encounter a lot of experiences that force you to grow up and mature,” said Zeigler. “You also get to meet different people.”

Like Zeigler, senior Catie Troy’s only regrets are not continuing her language all four years. She believes that high school is “educational,” and not only through core curriculum classes and school work.

“In high school, you get to learn through experiences,” Troy said. “You learn a lot about yourself.”

Senior Jessica Hegger describes her high school career as “self-motivated.”

“You have to motivate yourself,” Hegger said. “You have to get yourself to participate.

You have to get yourself to think.”

By getting involved and building relationships, Smith believes she was able to make her high school years memorable.

Following a bucket list is one way to live high school to the fullest, and like Smith, be able to say: “I think I made the most of it.”

Kohrman said. “But, it’s also going to die much quicker.”

New photos and videos are constantly being uploaded to the internet each day.

Soon enough, the next big thing in slang peaks and then is replaced by something else.

Many teens make the time to keep up with the latest trends because it offers a way to keep in touch with their generation.

“It makes it easier to relate to people who are also on the internet,” Gregorio said.

“You got some sort of mutual understanding of each other.”

The development of modern slang is a technique that has been used in every generation. Slang helps with creating an informal connection among teens.

“It is a way for that group to identify with each other and establish solidarity with each other by using a form of language not shared with other social groups,” Professor Smith said.

The presence of this informal language is something that has been an aspect of human nature throughout history.

“I doubt that anyone knows when slang

originated,” Professor Smith said. “Most likely, such language has been around as long as human beings have had language, though it tends to change from one generation to another.”

The origins of these words and phrases are sometimes unknown, forgotten or left up to interpretation.

“The question I keep asking myself is: How do people come up with these things?”

Murray said. “Why tea? Why couldn’t it be coffee or coke?”

Although the origins of some slang words may be unknown, according to Professor Smith, it is almost certain that slang will forever be prevalent in modern language.

New words and phrases will always be generated.

“Though it is impossible to accurately predict what will happen in the future,” Professor Smith said. “Based on past experience, it is almost certain that the informal type of language we call slang will always be a part of the human language facility in all languages, since it performs such important social functions.”

THE TALON || JANUARY 2019

PAGE 13 || LIFESTYLES

SEASONAL AFFECTIVE DISORDER How to get support for dealing with the “winter blues” KARI EICKHOLDT STAFF WRITER

COMPLICATIONS - Social withdrawal - School or work problems - Substance abuse - Other mental health disorders, such as anxiety or eating disorders - Suicidal thoughts or behavior

SYMPTOMS - Feeling depressed most of the day, nearly every day - Losing interest in activities you once enjoyed - Having low energy - Having problems with sleeping

Seasonal Affective Disorder (SAD) is a form of depression that is linked to the change in seasons which usually begins and ends at the same time each year. For people who have SAD, low energy and sadness can begin in the fall and continue into the winter months. If treatment is needed, light therapy, medications and psychotherapy are often recommended.

“We don’t diagnose in school,” counselor Mrs. O’Toole-Seyka said. “However, a therapist can run a student through a battery of questions and use a diagnostic manual and find links to generalized sadness or potential depression.”

Students who undergo the seasonal disorder, or the “winter blues,” have resources throughout the school that could take their minds off of the low energized winter days.

For instance, the PTSA staff puts on a week full of stress relieving activities which contain multiple stations that students can go to during the days before exams to destress.

“Throughout the winter season, the atmosphere seems to stay gloomy, which could cause some people a form of sadness or lack of focus,” junior Terra Smith said. “To avoid the winter blues, I try surrounding myself with positive energy, friends and family and exercise most often.”

Although specific causes of SAD remain unknown, some factors that could contribute are a person’s biological clock (circadian rhythm) that is affected by the lack of sunlight, which could lead to feelings of deep sadness. A drop in serotonin levels also comes into play as the lack of vitamin D during the winter could lead to further sadness. Another contributor to seasonal change is the dip in melatonin levels, which affects sleep patterns and mood.

“In the winter, people mostly stay inside and don’t go outside as much as needed, so they’re not getting as much sun to receive vitamin D, and I feel as if that could make you feel more down about yourself,” junior Anna McGinlay said. “I usually try to surround myself with positive people, get enough sleep and participate in sports or exercising to get the right amount of vitamins and nutrients in my body for energy.”

It is normal to have days where sadness could come into play, but if the sadness is prolonged over a consecutive number of days and there is a loss of motivation to do everyday things, then that is a sign to get professional help. It is especially important for someone to see a doctor if sleep patterns or appetite changes, or if that individual feels hopeless. There are also many options to self-soothe, which could include simple activities like petting a dog, listening to music, exercising or even meditation.

“Often times, people feel good when they give back, so I’d say maybe some volunteer work would be great for someone to get outside of themselves,” Mrs. O’Toole-Seyka said.

“If someone were to come to us counselors, we could work through some simple coping techniques we could make referrals to therapists if needed.”

Illustrations by Conner Arsenault

- Experiencing changes in your appetite or weight - Feeling sluggish or agitated

RELIEVERS - Practice mindfulness - Listen to upbeat music - Touch therapy (i.e: massage, acupuncture, acupressure) - Use more light (invest in a 300 watt sunlamp for 20 minutes a day) - Cognitive therapy (may help to alter thought patterns to be more realistic and helpful) - Write in a journal - Connect with friends

- Having difficulty concentrating - Feeling hopeless, worthless or guilty - Having frequent thoughts of death or suicide - Oversleeping - Tiredness or low energy

THE TALON || JANUARY 2019

PAGE 14 || LIFESTYLES

COUNSELOR MRS. MESSING’S SAT/ACT TIPS What are some resources students can use to practice for the SAT or ACT at home?

Khan Academy, actstudent.org, check out books from the library or order them online Do you have any tips to help students stick to their study schedule?

Put it on your calendar at a recurring time. Get your parents involved to hold you accountable.

What would be a good alternative for students with limited time for SAT or ACT prep?

Challenge yourself in the classroom. Add rigor to your schedule by taking honors classes.

Sophomore Dana William spends her evening working on ACT homework. Photo by Zoe Sawdon.

ACT AND SAT PREP COURSES

Are they worth it?

ZOE SAWDON

FEATURE EDITOR It’s Thursday night, and junior Lauren Stevenson flips open her laptop, settles into bed and prepares to spend the next three hours taking the online SAT prep course that she has been working on for the past couple of months.

With the school year halfway over, many juniors have dedicated time during first semester to preparing for the SAT, which is given at RHS in the spring, as well as the ACT. A common way for students to do so is by enrolling in a test prep course that often has a weekly schedule consisting of lessons, homework assignments and practice tests. “[My class is] through Prep Expert, which was a Shark Tank program that some guy that got a 1600 started,” Stevenson said. “[It uses] a program called Adobe Connect, and in the top left corner is a video of the teacher talking, and then there’s a chatroom for all the students. And then on the right side is a big PowerPoint presentation, and he pulls up the questions that we have or a lesson.”

Stevenson typically spends six hours each week taking her class. Although she chose to enroll in an online SAT prep course, other students may find that attending a physical class is a better fit. Junior Osayd Bahauddin is currently preparing for the ACT at Kabir’s Prep, which is located in Southfield, MI. “Each week, there’s either one or two lessons where [Kabir] explains a concept, and then that week there will also be a whole

practice test for ACT or SAT, depending on what class you take,” Bahauddin said. “I have class twice each week. [It’s] 2 ½ hours for the lesson days and then 3 hours for the test days.”

In addition to time spent in class, many ACT and SAT prep courses require students to study and complete homework assignments on their own time.

“You should be spending like four hours a day, but I don’t do that,” Bahauddin said. “I don’t have time for that, but if I just have a freer day then I’ll make it up.”

Sophomore Dana William, who is also enrolled in an ACT course at Kabir’s Prep, typically spends about seven hours each week studying. With an already busy schedule, she has sometimes found this commitment challenging, “Usually I do all my homework after school, and then I stay up late [working on ACT prep],” William said. “The downfall is I’m really tired all the time. It’s so much work and especially juggling it during the school year because during the summer I have golf and tennis, so on top of the school work, clubs and sports, it gets overwhelming.”

ACT and SAT courses can also conflict with extra-curricular activities that students are involved in due to the scheduling of classes and practice tests. Luckily for Stevenson, when her SAT class has interfered with an event she was hoping to attend, she has been able to find a way around it.

“I wanted to go to the Rochester versus Adams basketball game and it was on a

Thursday during my class, so I skipped my class and went to the game,” Stevenson said.

“My dad was like, ‘Yeah, it’s okay as long as you don’t miss too many.’”

Similarly, Bahauddin was able to reschedule one of his Saturday classes in order to make it to Homecoming in the fall.

For William, however, her ACT course has caused her to miss out on several important events.

“I’m on Youth Council, and with ACT, I’ve missed a lot of events because of it on the weekends, so that’s kind of a downfall,” William said. “But it was okay because [the] ACT is more important, I think.”

Senior Avneet Aulakh took an SAT course at Kabir’s prep during her junior year and, like William, found that the Saturday classes were difficult to work around.

“Sometimes [the class caused conflicts],” Aulakh said. “Especially if there was class or something over the weekend, it made it more difficult to plan non school-related things I wanted to do.”

Despite the amount of time that these prep courses demand, all four students have noticed improvements on their SAT or ACT scores as well as levels of preparedness for these tests.

“Definitely my ability to get writing errors [has improved],” Bahauddin said. “If you asked me before I took the class, I’d probably get 9, 10, 14, or something around that wrong. Now it’s either zero or one.”

Stevenson has also noticed that she is performing better on her practice SAT tests and is even able to apply what she has

learned from Prep Expert in her classes at school.

“On my grades that I get for the tests, each section has improved by a little bit,” Stevenson said. “And then in school, for AP Lang, I can use the strategies from that on the AP Lang test.”

William’s scores on practice ACT tests have been increasing as well since enrolling at Kabir’s Prep. Planning to take both the SAT and ACT, she feels that starting early as a sophomore has been a beneficial choice.

“I knew that I wanted to go above and beyond with ACT and SAT,” William said.

“I knew I’d need more help, so why not do a class for it, and this class is really helping me. I started early because I want to focus my entire junior year on SAT, and I knew I couldn’t do them both at the same time.”

Like William, Aulakh was very motivated to do well on the SAT and feels like her time spent in prep class was worth it in the long run, as it gave her more confidence going into the actual test.

“I think the class definitely helped with timing and just getting a lot of repetition,” Aulakh said.

Although taking the prep course requires extra time and effort, Stevenson hopes that it will help her recieve the best SAT score that she can earn.

“Three hours in one day is a long time to be sitting in my room,” Stevenson said.

“That’s about it though, because it’s helping me raise my SAT score. I want the highest score possible, as I think everyone does, so that’s why I did [the class].”

THE TALON || JANUARY 2019

PAGE 15 || SPORTS

ROCHESTER HIGH SCHOOL LACROSSE The team reflects on their goals for the season PRESTON SCHROYER STAFF WRITER

As the team prepares for the season, With the lacrosse season quickly Coach Facca has some items he would like to approaching, many players are doing what work on in practices. they can to prepare. This offseason, players “I think I do a good job of running are going to conditioning, workouts and practices and keeping our players moving in practices before the season begins. The team different drills and making sure everyone is is lead by varsity head coach Nick Facca. engaged,” Coach Facca said. “I would like “I think the coaches are doing a great to continue to work on involvement with job getting me ready for next season,” specialty positions sophomore Michael like goalies and Campione said. “I think These are that we are going to win “I’m not really nervous face-offs. key components to a lot of games and it is going to be a successful about playing on the team. our game and need season.”

I’m just excited to play for to be separated out individually.”

Coach Facca my school.”

Players have said believes the upcoming they are getting better season will be a good next season and one, but feels there Zack Curtain, freshman for believe it will be a might be some things successful one. the team has to work “Improvements are on. made in the off season,” Coach Facca said.

“I would like to see our players continue “Our season is only 3 months long, and while to work on fundamentals such as passing, improvements can be made, much greater catching and shooting,” Coach Facca said. strides are made in the 9 months outside of “Once these items are mastered, it makes it easier to transition different schemes into our our season.”

After practicing long hours, Coach Facca game plan.” hopes to ready the team for competition and There will also be some new freshman inspire confidence to the point where the players joining the team this season. players believe they will be sucessful.

“I’m not really nervous about playing on “The team will be very successful this the team,” freshman Zach Curtain said. “I’m year,” Campione said. just excited to play for my school.”

Boys lacrosse players perform box jumps to improve their agility for the upcoming season.

Photo courtesy of Nick Facca.

CAPTAINS’ QUOTES

Photo by Devin Toma.

“This year we have a pretty good all around team. We have a lot of depth and our league this year is pretty competitive, so every meet is a battle.

We train hard almost everyday and morning, and we’re looking forward to leagues and hope to win this year.”

“This year our team has faced many obstacles that have backtracked us slightly with our year of redemption.

However, these obstacles have made our team stronger mentally and physically that will surprise our competitors later on.”

Senior Issac Steenson, boys varsity swim team captain

Senior Elizabeth Kravick, girls varsity cheer team captain Photo by Aryn Gallacher.

THE TALON || JANUARY 2019

PAGE 16 || SPORTS

2019 CROSSTOWN SHOWDOWN

How Falcon teams prepared for the big game KATE BREITSCHUH AND COLLIN KILPATRICK

STAFF WRITERS

Every year, the Crosstown Showdown pits two rival high schools against each other in front of many fans in the Oakland University O’Rena. This year, change is coming to the tradition. For 12 years, Rochester High School has played Rochester Adams in the annual Crosstown Showdown. For the first time, the Crosstown Showdown featured Rochester High against Stoney Creek instead of Adams.

“Historically, this game was always played between Rochester and Rochester Adams. This year, is the first year that Stoney will be a part of it and I honestly think it’s a great idea,” boys varsity basketball coach Vance Kirkwood said prior to the game. “We have developed a great, clean rivalry with Stoney, so I am very excited to play against them this year in the Crosstown Showdown.”

Moving away from a long standing tradition wasn’t initially easy for everyone.

“It will take some getting used to, but Adams is definitely the preferred opponent for the Crosstown Showdown,” junior Brett Benedettini said. “Stoney isn’t in the rivalry picture as much.”

Each varsity basketball team has new additions this year, but girls varsity basketball coach Jeff Haney had confidence that his players would be ready for the game.

“It takes mental toughness to execute a plan in different circumstances and environments,” Coach Haney said. “I hope our players are up to the challenge.”

For some players, this was the first time they have played in front of such a large crowd, which led to some nervousness.

“Although it’s cool to play in front of everyone on a big court, it’s a little nerve racking,” sophomore Jackie Hurst said. “It makes you feel like pressures are high, that’s the fearful side to it. There is a fear of making mistakes or messing up a play, but it’s just part of the game.”

This game holds a special importance for many of the players, as both teams were looking for key wins after slow starts to the season.

“Our team has not been doing that well this season,” freshman Jeff Hawkins said in the weeks leading up to the game. “I think if we win this game we can get back on

track.”

Many players look forward to this game each year as an opportunity to play their rivals.

“This game is different because they are one of our rivals within our city,” sophomore Ananya Rangarajan said. “With so many people coming to watch, it makes it a game that we work towards all season.”

Although the Crosstown Showdown is a different game than most, the Coach Kirkwood stressed the importance of treating it like any other game.

“We are preparing for the Crosstown Showdown exactly how we prepare for any other game that we will play this season,” Coach Kirkwood said several weeks before the Crosstown Showdown. “We will scout our opponent, watch ourselves on film, create a game plan, and work on our skills and sets to execute that game plan. I think it is important that we have as normal of a day as possible. We want things to feel familiar, as opposed to having more of a foreign, unknown or different feeling leading up to a big game like this one.”

Worries and excitements for new varsity basketball players Brett Benedettini

Excitements: “I am very excited to play in the O’Rena in front of the huge crowd, and hope we can put on a good show for everyone.”

Worries: “I am worried that our team will not perform to the best of our ability, because when we do, we are unstoppable. I am also afraid I will get crossed up, but Stoney doesn’t have anybody that can do that.”

Photo courtesy of Brett Benedettini.

Ananya Rangarajan

Excitements: “This game is one we work towards every day in practice, so it’ll be good to see if our hard work pays off. I’m also excited to be playing on the O’Rena floors with my teammates for the first time, in front of all of my friends.

Most of all, I’m excited to play hard against Stoney and make new memories with my amazing teammates.”

Worries: “One of my biggest worries is playing in front of so many people for the first time. It could make me feel nervous. I’m also worried that I might not play to my full potential, because large crowds can be very judgemental at times.”

Photo courtesy of Tony Reedy.

Jeff Hawkins

Excitements: “I’m really excited to play in front of a bigger crowd and play in front of friends and family, and of course just excited to play basketball.”

Worries: “Playing in front of a bigger crowd is also kind of a fear for me at the same time. I have never really played in front of a crowd or on a court like this.”

Photo courtesy of Jeff Hawkins.

Jackie Hurst

Excitements: “It will be my first year playing in Crosstown and I’m excited to play on the OU court having our home crowd there to cheer us on. It’s a cool opportunity and I’m very thankful.”

Worries: “Although it’s cool to play in the Crosstown Showdown, being in front of everyone on a big court is a little more nerve racking. It brings a little fear of making mistakes or messing up a play in front of all those people. But overall, the excitement trumps these fears and it’s going to be a great experience.”

Photo courtesy of Tony Reedy.