The Colonel - Issue 3

Contents

2 Letters To Editor 9 Editorial 10 Opinion

Bull vs Moose No Separation Redistricting Online vs Normal Degree Local Punk Rock Scene

18 News

School Closing Station

19 Sports Pro vs College

20

Student Life

PARCC Testing Colonel Ad Day Siblings in School Alternative Schooling

28 Leisure

Tale of Two Scissors Love At First Sight Poll

STAFF Editors-in-Chief - Sydnie Barnette & Audra Grimm Content Editors - Logan Kordinak & Haley Richards Copy Editors - Rachel Favetta & Adam Gretsinger Layout Editor - Aaron Leclerc Photo Editors - Samm Ellis & Haley Richards Art Director - Luke Myers Staff Writers Mikenzi Daniels-Smith Murphy Deutsch Phillip Grant Advisor David Massucci

2

Letters

Letters to the Editors Dear Editorial Board of The Colonel, As the Women’s Studies and Literature teacher at Roosevelt, I am accustomed to discussing topics that make people squirm. While it’s unsettling to think about and discuss topics like dating violence, it is a part of my job. More importantly, though, it’s a responsibility that I take seriously. Every semester, the students in my class are asked to reflect on how they can make the world a safer place for women and girls and last semester was no different. Many of you may have noticed signs around the building that were dedicated to educating the student body about dating and domestic violence and rape and sexual assault. One of the students in the class, Zoe Harr, created a project called #breakthesilence based on a national program of the same name. The project consisted of a bulletin board where many of you had your makeup done by Zoe or drama director Sarah Kaplan, wrote a statistic and quotation about dating violence, and had your pictures taken and posted online and in the showcase. As Zoe’s teacher, I couldn’t have been more pleased with the professional and serious approach she demonstrated from the start to the finish of the project. Please allow me to share with you and your readers why this issue needs attention, even when it makes us uncomfortable or offended.

-According to studies done by loveisrespect.org, in the United States, almost 1.5 million high school students are physically abused by a partner during the course of one year.

-1 in 3 students in the United States report experiencing some kind of abuse.

-⅔ of those students never report the abuse to a caring adult.

-Violent behavior usually begins between the ages of 12 and 18.

-About 72% of 8th and 9th graders are “dating.”

-Violent relationships during the teen years put young people at increased risk for substance abuse, eating disorders, risky sexual behavior, further domestic violence, and suicide.

-According to CORA (Community Overcoming Relationship Violence), three to ten million kids live in homes where they witness domestic violence regularly.

-The students who witness domestic violence can have low self-esteem, perfectionism, poor academic performance, increased drug and alcohol use, suicidal behavior, and other effects that make it harder for them to function in school.

-Teens and children who live in a home with domestic violence are 50% more likely to suffer abuse and neglect at home.

It’s upsetting, right? I have met more students who have shared their personal experiences with dating and domestic violence with me than I care to think about. I wish it would just go away.

But of course, it won’t.

Unless.

Unless we are willing to see the things that upset us and choose to keep looking rather than covering our eyes because it’s upsetting. The only way we can ever change anything is to first admit that there’s a problem. Education is the first step in ending any problem. Sometimes our problems sicken us, but as I tell my students, you have to find a way to be a part of the solution rather than a part of the problem.

Zoe Harr and all of the students, faculty members, and graduates who chose to participate in #breakthe silence are not the problem. Violence is.

Pam Harr, Women’s Studies and Literature Teacher March 2015

The Colonel

Letters

3

4 February 2015 Dear Editor and/or Colonel Staff:

I am writing in regards to your editorial piece on the Break the Silence project (“Break the Silence: Good intentions, negative impact”) that was featured in the January 2015 edition.

I have several issues with the piece, the first, and most offensive, being that the article is riddle with factual inaccuracies. You claim that Break the Silence was “a larger movement across the country… [that] gained a chapter at Roosevelt.” The movement was, in fact, started by a student in Mrs. Harr’s Women’s Studies class. She was playing around with makeup one day when she discovered she could make a fairly convincing bruise, and she decided this skill could be used to bring awareness to domestic violence. Interestingly enough, writer, Kelly Neilson correctly cites the source of the Beak the Silence project in “the Rock” which is in the same edition of The Colonel. Another inaccuracy is that you state the makeup was “comically dramatic.” There was nothing comically dramatic about the makeup. Yes, the makeup was dramatic, but so are real black eyes. There were no oozing zombie brains or werewolf bites put on this of us pictured, there were only serious, realistic looking scrapes and bruises. Your claim about us “manipulating the colors in the images” is also false. The pictures were taken, uploaded to a computer, and printed out. That’s it. There was no mood lighting added via photoshop. You also write that the participants held up “personal stories” on their signs.

These were not personal stories; these were statements often used by victims of domestic violence. They were on the signs in the photos to help others identify not only what the domestic violence cycle may look like, but what is make sound like as well. Yet another false claim by your writing staff is that “some [students] even spent time imitating the acts of violence the movement opposes” and that these incidents caused Break the Silence to “[lose] a lot of its power.”

You are correct in that, yes, some students did mimic acts of violence in front of our display case, but you are wrong in saying this was a negative effect. As a member of the Women’s Studies class during Break the Silence, I can tell you what actually happened. One boy was caught pretending to punch a girl in front of the display, so Mrs. Harr invited him to sit in on our Women’s Lit class. He came and learned what domestic violence was really about. The movement found people doing such immature acts, and used the situation as an opportunity to educate and inform them on domestic violence. This did not cause us to lose power, rather it allowed us to educate and inform more people, thus giving the movement more power. Finally, you suggest that the movement should would’ve been better “if there has been a hashtag or slogan, like, ‘#StandWithTheSurvivors’ or ‘#StandAgainstDomesticViolence.’” Not to be rude, but what do you think #BreakTheSilence was? It was our hashtag (or slogan), that told people what we were all about. It told people that we wanted to get a discussion started about domestic violence and help break the cycle of abuse.

My other issue, besides all of the factual inaccuracies, is the various claims you make that you do not support.

First, you suggest that “some [students] continued wearing the makeup throughout the day, priding themselves for taking part in the movement with potentially narcissistic motivations.” I know, for a fact that one such student who continued to wear the makeup did so because she was a victim of domestic abuse and wanted to bring even more attention to the issue. Suggesting that such students are “potentially narcissistic” is rude and overly-accusatory, especially considering you have nothing but your own personal speculation to back up this claim. On top of this, a major point of your article is not supported at all. Music of the piece focuses on the idea that Break the Silence was offensive. As a participant of the project, I feel deeply sorry if it offended anybody. However, I find your suggestion that it was offencive hard to believe. You gave no evidence to support this claim. If you had provided a quote from a student and/or faculty member who felt “trivialized” or who felt that we “mock[ed] the courage and bravery of domestic abuse victims” then I would have no choice but to apologize for being offensive; however, you did not provide any such evidence.

My main issue with he piece is, however, is that you say Break the Silence had a “negative impact.” Break the Silence did more than just have “good intentions,” it started a school wide discussion. It got people talking domestic violence, breaking the silence (get it?) about an issue that has been taboo for too long. Everywhere I went I heard people talking about it, and communication and education are among the first steps in breaking the cycle of abuse. If you consider this a negative impact, then I suggest you reevaluate your definition of the word “negative.”

I am a true supporter of the idea that everyone can have their own opinion. If you believe that Break the Silence had a negative impact, then you are perfectly entitled to do so, and who am I to tell you otherwise? I just wish that since you did chose to feature an article with such an opinion that you could have fact checked your article and not filled it with far-reaching claims that you could not support.

I love The Colonel, and I am saddened to see such an ill-informed, poorly thought-out piece make it into our school’s award winning newspaper.

Sincerely,

A seriously sadden student

The Colonel

March 2015

4

Letters To “The Colonel Staff ”,

I would like to start by saying congratulations on an excellent year so far on extensive research and entertaining articles that many have found humorous and enjoyable. The time and effort that has been put into each issue is commendable and the students of Roosevelt High School are very pleased with the work that you have distributed to them. I know for a fact that a large number of students enjoyed your “twelve days of colonel” issues during the holiday season. They were pleasant and gave a feeling of holiday spirit in the hallways of our wonderful building. I know that if I were a member of the colonel staff, I would take pride in the work that I have shown in these issues. I have taken notice though, that certain topics have taken a more opinionated side than a factual point of view.

One article, “Break the Silence: Good intentions, negative impact,” a story by The Colonel Staff, left me questioning my previous thoughts of the believability of the integrity of the writers who decided this topic would be appropriate and, I’m hoping, took into mind that this article would be available to the entire student body and staff members included. This segment took me by surprise, if I’ll be honest, and I wasn’t expecting such harsh criticism from students who I would consider my peers, especially if they saw the time and hard work the creator of this project spent to make it the most influential it could be. I know for a fact the creator was very passionate and strongly believed they were making an important decision that wouldn’t have negative feedback. They were partaking in a much larger movement, trying to make Domestic Violence be known to a younger audience who might have otherwise been oblivious to the severe impact of the issues at hand.

To reflect on the criticism stated in the article, I find that there are many comments made about the negative side effects that came with the project. “Some even spent time imitating the acts of violence the movement opposes. This type of immaturity is not unexpected from a high school aged group, but it should not have been tolerated either.” This is a very interesting point made, although I would like to say that it is absolutely impossible to control another person’s actions. The creator did not influence these actions in any way, and, at one point, made an example of one particular student who mocked the display shown in the hallway. Even though it was not at all expected for the creator to personally involve themselves in a student’s careless actions, they felt so intensely passionate about making the project as positive as possible that they took matters into their own hands and made it known that this type of behavior would not be tolerated. I also would like to add that I question what sources you have to support the statement, “Break the Silence lost a lot of its power from this,” and I wish the writers would have explained further how you came to this conclusion when a few careless acts might have dented the project, but certainly didn’t take away the entire impact that it was giving to the audience it was trying to educate.

Another point I would like to question is the topic of being offended, and how exactly the actions portrayed would ever be meant to offend purposefully. “Had the ‘personal’ stories and makeup been removed, the overall message of the movement would have been present and not at all offensive.” These additions to the project were never meant to offend people, they were only trying to make the topic seem like Domestic Violence could happen to anyone. Surely people would take the project seriously if these things had not been added, but not as large or as active of an audience that had occurred with the additions. People saw that this was happening throughout the entire school and decided that they would like to become involved as well. This is not an act of “narcissism,” but instead a feeling of wanting to be involved and wanting to make a difference. You can’t criticize someone for wanting to be a part of the change, otherwise there would be no change at all. If we had criticized other women’s liberation groups for being involved for the wrong reasons, it would be insulting and not taken seriously.

Overall, this article makes some good points, but I believe that the writers should have taken everyone’s side of the issue into perspective before completely ripping apart something that someone put their heart into. I can’t say that I was angry while reading this article, just disappointed. I expected better than this from a group of well respected peers, writers, and students who take journalism very seriously. I wish these concerns stated in the article would have been made known at the appropriate time while the actual movement was at it’s peak, but, unfortunately, the creator had to later find out by reading the school newspaper. I know that if I were being singled out like this in a segment that is available for anyone to read, I would be devastated. Not only does the article make a mockery of the creator, it makes other’s question the creator’s dedication. I was unaware that you had a certain set of rules set in place when it comes to the subject of helping others. The fact that the creator tried to make a difference in a place like a high school in the first place is very commendable, and if anything, they should be congratulated instead of having the feeling of being criticized.

Sincerely, Jena Parsons March 2015

The Colonel

Letters

5

Dear Editors:

For the staff of the Colonel to produce a paltry two issues by February 3rd, the first of which littered with articles reporting on events that took place several months prior, and have the guts to degrade the efforts of a student whose community service project, hailed by several school staff members and members of the board of the local battered women’s shelter as an important, engaging project, is stunning.

To question her integrity without having asked her a single question is stunning.

To call the efforts to show the effects of violence against women “comically dramatic” is stunning. I find it disturbing that the staff of the Colonel thinks bruises, cuts, and abrasions on women is “comical,” whether they’re recreations or not.

To hold this student responsible for the possibly “narcissistic motivations” of a few of the participants is stunning. How in the world was she supposed to know why other students wanted to be involved?

To suggest that one kid who acted out violence in a mocking way makes the project worthless is stunning.

The student who did it had nothing to do with the movement. Later in the week, at the request of the Women’s Studies teacher, that student was a guest at a speech by the director of the battered women’s shelter. So, you’re wrong: It wasn’t “tolerated.”

To suggest the project was “offensive” is stunning. The hundreds of kids (some of whom are on the colonel staff !), staff members, administrators, and community members who participated in it didn’t think so. Besides, it makes no sense for an utterly homogenous group of fifteen students to judge what “everyone” finds “offensive.”

To suggest that “survivors’ experiences” were “trivialized”? Stunning. Not the ones I talked to. Do you have any idea how many of the faces on that board were, in fact, “survivors”? Quite a few. And if they felt “trivialized,” they sure didn’t say so. Besides, you missed the point: It’s not about past suffering, it’s about preventing future suffering. There’s nothing “trivial” about trying to keep our young women and men safe from violence.

In truth, the whole thing is pretty far from trivial. And tha, for me, is the sad part. Instead of applauding the efforts of a Roosevelt student who spent hundreds of dollars, hours, and creative energy to do something signifigantly more important than sharing tips on how to spin a dreidel or mind-blowing the school population with the news in the January edition that LeBron’s back in Cleveland, you choose to tear her down.

Stunning.

Jeffrey Harr Proud Father and English Teacher Letter to the Editor:

I would like to remind everyone that 1 in 3 teenagers are a domestically violent relationship. This means physical, sexual, emotional, and/or verbal abuse. Which means one in three of the people in interact with everyday is hiding this pain. We wore the makeup to show the pain that sometimes cannot be seen. We write the personal stories because those are the things that we have told ourselves, or heard our friends say.

It is time to deal with the real problems in our society. No more hiding.

Skyler Prowten

The Colonel

March 2015

6

Letters Letter to the Editor:

As a group, we applaud you.

It’s not very often that we take the time to pick up a Colonel. It’s also not very often that we feel anything for what lays inside of the issues.

As we read through the beginnings of your editorial, we swallowed down the dread of the impending “but” tacked onto an article that began to grow extremely sour midway through. And for the first time, a Colonel article left us feeling any amount of strong emotion.

We’d like to think that was your angle. We hope that was your angle. Because honestly, if you aren’t writing to get a reaction, negative or positive, what are you really writing for? We acknowledge that and commend you for that. You managed to frustrate several people with a single page piece of writing.

But then there’s the off chance that this wasn’t an attempt to garner attention. Perhaps you truly felt this way about the Break the Silence movement, and that is a very scary thought to even contemplate.

By no means is this to say that you aren’t entitled to an opinion. The writing of this letter was never to berate you for what you feel, collectively or otherwise.

The problem that we hold with your article does not deal with what your content is, but rather what it is not.

In the matter of social justice issues, Roosevelt has been sorely lacking, and when it comes to the expectations of the student body in relation with the organization of the Colonel itself, we want conversation. We urge you all to speak out about the negativity that graces our hallways everyday.

But for some reason, when the raven was distastefully hung in the middle of the cafeteria, no one was there to write about it. When the Class of 2015 was expected to dress up as Mexicans in a blatant act of cultural appropriation, no one was there to write about it. The issues in the media that are being absorbed by our student body are never talked about.There was no article on NFL player’s apparent penchant for hitting women. There was no article on Ferguson on Tamir Rice. But there is an article craftily titled “Bull vs. Moose.”

Because when it comes to genuine issues that have plagued this school for so long, suddenly, everyone forgets how to type. No one can find the words.

But then, in the midst of all the problems, there was promise. People were talking. People were moved. People looked at the Break the Silence images and felt something.

And you know the best parts? It’s that people were, “priding themselves for taking part in the movement with potentially narcissistic motivations.” The best parts were when they took images of themselves in the makeup and posted it to social media, where there was potential for thousands to see it. Because they understand that hashtags aren’t enough anymore. They understand that being physically involved brings you closer to the issue.

Just like when people were dumping ice buckets on their head, only to raise over 100 million dollars for amyotrophic lateral sclerosis.

We challenge you to think about why, in this particular issue, you decided to write about abusive relationships. Would you have written an article about them if Break the Silence never got you to think about it?

Probably not. And if that’s truly the case, re-think criticizing how a group of tenacious students shed light on an issue that was never good enough for an article before.

As a publication, the amount of power that you hold over this school and community is insurmountable.

We only ask that you use that influence in the right ways.

Charles Galloway Latessa Gray Zaria Moore Hunter Butkovic Ally Epling (Save Club Chairmen+Women)

March 2015

The Colonel

Letters

7

To the Colonel Editorial Staff:

Everyone is entitled to their own opinion, but i my opinion, you need to have stable, educated reasoning to support it. Your recent edition of the colonel involved an article about the project Break the Silence. I understand it was supposed to be opinionated, but the evidence that supported the opinions were blatantly untrue and unnecessary. I’ve moved on from this piece, but I do believe that light still needs to be shed on the inappropriateness of this article.

I’m not going to lie when I say that this opinionated piece broke my heart at first. I was heartbroken for all the people involved, the time and hardwork I put into the project and my peers (some who I would call friends) who wrote this and put it out for the whole school to see. Everything I’d felt insecure or uneasy about whenever I’d second guess myself was put out in stacks around the building. It really, truly broke my spirit for a day or two afterwards.

I’m not out to make anyone feel bad for me or support my “narcissistic” ideals. I’m just here to set the record straight about this article and clear up facts that were incorrect.

1) Yes, people were involved. Some hung up posters around the school. Some painted the rock. Some took pictures if I was busy doing someone else’s makeup. Mrs. Kaplan helped me do makeup when we needed to get 25 people done in three days. But to say that this article doesn’t target me is false. I came up with the idea. I did the makeup. I planned the makeup. I edited every single picture. I made the accounts. I posted on them. I hung up new pictures in the showcase every morning and I dismantled it all by myself. I scheduled times for people to take a picture. This was MY project and I’m beyond lucky to have had so many people help out and/or get involved. But when you’re talking about the project, you’re talking about MY project.

2) I was not interviewed. Mrs. Harr, the teacher associated with this project, was not interviewed. And to my knowledge, no one involved was interviewed. Not once did I hear a negative comment about the project over the two-and-a-half-month period it took place during. I would only hear an occasional “this creeps me out,” but I hardly consider that a bad thing, seeing as that’s the whole point of the project. To see your peers in that situation (a situation that happens all over the world every day) is supposed to make a statement and make people uncomfortable, which explains my pure shock and disbelief when this article came out. If there really were people obscenely offended by the project, then they must’ve been keeping it really quiet because I never heard about it.

3) The person “affiliated” with the mockery of domestic violence was a person who posted an inappropriate picture online with a friend who’d gotten her makeup done. He took this picture minutes before she took off the makeup. I saw the picture after school that day and I talked to the student the following morning. I asked him to take down the picture and explained to him why it was inappropriate to post and so he took it down. He was never involved in the project. He didn’t slow down the project. He was just a face in the hall who I stopped from unknowingly mocking my project.

4) I apologize for the “comical” makeup and dramatization. I’m not a makeup artist, nor will I ever be one. This comment was rude and unnecessary though. It had nothing to do with the point the article was trying to make and to say that this isn’t insulting, would be false.

5) The five or six (out of 112 people) who decided to keep their makeup on after the picture had been taken decided this on their own terms. After every picture, I offered makeup wipes and suggested taking it off. If they insisted they keep it on, I simply asked them to explain what it’s about if they were asked. I can’t control other’s actions and if people really did mock the project or act inappropriately, I apologize.

6) As for the narcissism, at the end of the day, the photographed person’s intention didn’t (and still doesn’t) matter to me. Regardless, it was spreading the awareness of domestic violence on their accounts and mine (at least half of the volunteers didn’t even have social networking accounts they could post them on, but still took a picture to support the cause). I don’t understand how someone’s reasoning for taking the picture outweighs the actuality of the picture itself.

So where do we go from here? In my opinion, what’s been said is said. Although it hurt me and those involved, there’s no point in dwelling on it. We’ve got to keep moving forward from this point.

Break the Silence is not over and has many more projects in store. I also want to remind you that it’s not about all of this, the project or the article, it’s about ending domestic violence. (I loved Murphy’s article, by the way. It was incredibly educational and important. Thank you so much for writing it. You go, girl!)

Regardless of what’s been said and what happened, thanks for bringing up the topic of domestic violence at RHS again. Thank you for breaking the silence.

Zoe Harr The Colonel

March 2015

8

Letters

Response To Letters written by | The Colonel Staff

Letter writers,

We sincerely appreciate your interest in our January 2015 editorial, “Break the Silence: Good intentions, negative impact.” Thank you all for your participation in the journalistic process by questioning and sharing your opinions on our content. While it is obvious that many of us will not agree on some points of the editorial, we are encouraged to see that we all agree on one main point: domestic violence is never okay. When a topic as controversial as this is broached, pushback and misunderstanding are to be expected. What we did not expect was the unfortunate and widespread misconstruing of our thoughts and ideas.

To reinstate what was written in the January 2015 editorial, “Domestic violence is a real and heinous crime. This crime should not be taken lightly, and because it often goes unseen, attention should be brought to it.” We do not support domestic violence, nor do we find it humorous. We think that the Break the Silence movement at Roosevelt is a great endeavor. However, when we saw bite marks drawn onto participants’ necks and statements reading, “I don’t need to eat brains to feel undead,” displayed in the images the movement published, we thought they seemed out of place in bringing awareness. In the words of Colonel staff member, Logan Kordinak, “I grew up in a home with domestic violence and the way [Break the Silence] portrayed it wasn’t an accurate representation of the pain victims go through.”

Our editorial was a constructive critique of the movement at Roosevelt as a whole.

It is important to note that an editorial differs from an article in that it is a collective staff opinion.

The role of an editorial is to take an opinionated stance on an issue and state how we perceive it. The Colonel’s editorials reflect the opinions of our diverse staff, but not the school as a whole.

While controversy still shrouds the January 2015 editorial, we remain steadfast in our conviction that critiquing and analyzing is our duty, regardless of who or what is involved.

Sincerely, The Colonel Staff

March 2015

The Colonel

Editorial

9

Purpose of School story | The Colonel Staff

S

School as an institution was created for the betterment of society and furthering the pursuit of knowledge. What used to be a privilege reserved for the rich is now a right held by every American student and scholar. When we come to school, we expect to learn and to be taught by open minded, unbiased teachers who encourage us to reach opinions and formulate ideas independently. That is to say, we are allowed to judge issues for ourselves without anyone intervening, particularly people in positions of authority. To be free to express oneself is the right and privilege of every public school student.

The role of teachers in school is to mediate and guide discussions and conversations to help students come to strong conclusions independently-- not to push their own beliefs onto students. Sometimes, even at Roosevelt, teachers tend to fall into the trap of letting their own personal opinions get in the way of objectivity and learning. This is something everyone is guilty of, but in a school setting, it is beneficial for students to be given multiple sides of an issue or the freedom to come to conclusions him or heralded.

Similarly, it is the role of students to respect and tolerate one another and create a safe and considerate environment in which to share ideas.

This exchange of ideas must coincide with a sense of responsibility, social and moral, to shape and share the ideas presented. When all of these criteria are met, greater understanding and the

The Colonel only publishes letters signed by name. We reserve the right to abridge letters to fit space constraints. All letters will be published as written. Send

press releases, guest columns and letters to the editor to:

The Colonel c/o Theodore Roosevelt High School 1400 N. Mantua St. Kent, OH 44240

All published material is protected speech adhering to the legal definitions of libel, obscenity and invasion of privacy.

The Colonel

development of opinions can happen. This is what school is for.

Diversity is integral to expanding one’s own perspective and opinions. When students are allowed the opportunity to interact with people whose experiences and lives differ from their own, it allows time to grow, empathize and learn. Students should take advantage of these opportunities as they arise. Being from a diverse public school enhances our lives by exposing us to many different types of people. In some private school settings, for example, most students come from similar backgrounds, leaving little room to learn about different walks of life. It is certainly a shame to see the opportunities we are granted by going to Roosevelt go to waste, as there is widespread cliquing in all grades. Programs like Bridges, Exped and special education keep students separated as well. These programs inhibit the expansion of knowledge.

As a public school, Roosevelt does, for the most part, a good job of allowing students to do just this as they make their four-year journeys towards their grand forays into adulthood.

Through a surprisingly wide array of classes, clubs, athletics and other programs, students are introduced to a vast array of interests and opportunities. Through these clubs and classes, though they do specify in interests, they often rightfully offer many perspectives on issues presented. This integrity is what fulfills our school’s mission in creating well-rounded and intelligent members of society.

The Colonel Volume 86 Issue Three February 2015 The Colonel is an open forum of student expression. It is not reviewed or censored by school officials prior to publication. Published material does not necessarily reflect the views of the Kent City School District or the publication as a whole.

March 2015

`

10

Opinion

Bull vs Moose Are two hour delays a good or bad idea? bull | Adam Gretsinger moose | Rachel Favetta illustrations | Luke Myers

Adam Gretsinger wo-hour delays are intelligent strategies to use on inclement winter days. While snow days are usually effective against bad weather, there are some drawbacks to canceling a full day of school.

When a snow day is called, the logical reasoning behind the action is often sound.

Deep snow in the school’s parking lots, black ice covering the streets and sub-zero temperatures with stiff winds are difficult and dangerous conditions to face on the early morning path to school. The environment of a typical snow day does not allow people to safely travel to the building by vehicle or foot.

However, not all the perilous conditions of a snow day morning will persist through the day. Within two hours of the school day’s start, many roads have been plowed and salted. This allows the safe travel of students to and from school. In addition, snowstorms and equally treacherous conditions have been seen, on various occasions, to calm within two hours of the first period bell. The path to school could be perfectly clear by the end of the delay.

Two hour delays are not necessarily effective when dealing with unstoppable issues such as cold temperature or wind chill, and if the conditions remain the same through the

T

March 2015

day, a snow day is a legitimate decision. Nevertheless, if the roads become clear, the winds die down and the snow and rain stop falling, an entire day off does not seem entirely justified.

Another positive trait of the delays are their benefit to the school’s academics. Every day of school matters in some way; many pieces of information must be taught over a relatively short period of time in a single class. If an entire day is cancelled by snow, the flow of information could be disrupted. Reviews for tests, in-depth lessons on difficult subjects and vital presentations would be cut, leaving the students at a disadvantage during testing and other date-reliant activities.

Conversely, the situation is not much better for scholars whose teachers decide to try fitting the missed assignments into class schedules. With certain teachers, the first school night after students return to Roosevelt could be defined by mountains of homework. This situation has become even more viable with the dismissal of the “blizzard bag” system, in which a portion of schoolwork from a possible snow day was assigned to students early as homework.

Despite the shortened length of a school day caused by a delay, the remaining time would be a valuable resource in the continued education of the school body. Additionally, the extra time would help to prevent against the build-up of homework and in-class assignments. The curt sessions of class could still provide the necessary instruction without sacrificing students’ possible knowledge of a subject. The more lessons and time in class, the less students have to worry about their grades and work.

Snow days are typically exciting surprises for students and are often met with joy and gratitude. They are also an incredibly useful tool to follow up an unsuccessful two hour delay, allowing a full day break when the climate refuses to cooperate. Nevertheless, when the lack of a school day affects the student body’s intellectual state and when conditions can improve by the appointed time, a two hour delay becomes the logical choice.

The Colonel

11

Opinion

O

Rachel Favetta ur school takes the correct approach on two hour delays by never issuing them. Two hour delays cause more problems than they solve.

Obviously, starting a school day two hours late is going to cause the schedule to shift. By the time everything is changed to accommodate all of the periods, each class would only be approximately half an hour long. This is barely enough time for teachers to get anything done. Just look at OGT week; as many students have experienced, the 25 to 30 minute classes make it exceedingly difficult to accomplish any reasonable amount of work. If a test is scheduled on a delayed start day, it would have to be pushed back to the next full school day.

This leaves students with nothing to do for a whole period. Such drastically shortened classes would make it easy for teachers to assign busy work or show unrelated movies that end up wasting students’ time.

Because of short classes and bad conditions, such as black ice, wind chill, visibility problems and excessive snow, many students would be called off by their parents. This may cause unnecessary absences to accumulate on students’ records.

If few students are attending on these days, it becomes even harder for teachers to actually accomplish anything.

If the conditions are bad enough to delay school, chances are good that school will end up being canceled altogether. This snow day alternative is just a mechanism for schools to buy some time before they have to make the official decision to cancel school.

This limbo can cause difficulties for many parents, as they would have to make arrangements for their children to get to school while they are at work. Yes, buses do run at the later start time, but this does not solve the problem for all students.

There are plenty of students who live out of the district or cannot ride the bus who will still need to find transportation.

This becomes a whale of a problem with elementary school children because

The Colonel

parents would have to find last-minute babysitters. Some parents may even call off work themselves. On the off chance that school is not cancelled for the whole day, these parents have just wasted a vacation or a sick day. These can come at a high price, and parents may even be penalized at work for such absences.

If the district does not end up canceling the whole day, families will be driving their children to school in dangerous conditions. Additionally, buses filled with students are forced to run in extreme cold, risking an accident or a malfunction. In an effort to conserve valuable snow and calamity days, schools often call two hour delays. The fact of the matter is that these delays cause dangerous situations. Students, parents and teachers do not need to be going out in such horrible conditions.

Schools are granted snow days for a reason, and trying to conserve them on days when they are needed is foolish.

Two hour delays are, all in all, a tremendous waste of time and a safety concern.

People may complain that it is a misuse of valuable learning time to totally cancel school, but what is truly a misuse of time is having to go to school in dangerous conditions only to accomplish nothing.

March 2015

12

Opinion

No Separation

United States’ government does not separate church and state story & photo | Samantha Ellis

T

he Bill of Rights is continuously violated by the American government. Since the First Amendment was written, the United States government has been letting religion influence politics; the United States is even thought to be a Christian nation.

In the First Amendment, the Establishment Clause states that the United States government cannot favor any religions or non-religions.

From official documents to political leaders to American propaganda, religion is interwoven in all aspects of the United States government.

The integration of religion into government has become a cultural necessity.

According to “Religion and Politics in the United States” by Kenneth D. Wald and Allison Calhoun-Brown, four out of five Americans state a religious affiliation. In “A Matter of Faith: Religion in the 2004 Presidential Election” by David E. Campbell, it is stated that “... in recent years religion has come to play an increasingly important role in the nations elections, especially the presidential election.” Campbell also states that “...voters had selected ‘moral values’ as the most important issue affecting their votes,” in the 2004 presidential election. Because religion is the base of many morals, without a religious affiliation, namely Christianity, most people subconsciously assume that a politician is not a wholesome person.

On every bill and coin of American currency there is the phrase, “In God We Trust,” which refers to Christianity. Atheists do not believe in any gods. Muslims believe in a God called Allah. Polytheistic religions, such as Asatru, believe in many gods. If America were truly impartial to religions, that phrase would not be on any U.S. currency or documentation.

The Presidential Inauguration is full of religious inconsistencies as well. The president places his hand on the Bible. To be politically correct, he would have to place his hand on every religious text as he swears in, not just the Bible.

However, even if the president did this, he would be showing support towards secular belief.

The timing of the Presidential Inauguration is also religiously biased. It is supposed to be on January 20th with the new president receiving power at noon. After the formal swearing in there is to be a celebration, but if January 20th March 2015

falls on a Sunday, the celebration is not held until the following day. Although Christianity decrees rest on Sundays, many religions do not worship on Sundays. Judaism and Islam worships are on Friday and Saturday nights. Buddhism does not worship on any one particular day.

Every winter, the White House is decorated for the holidays; however, the decorations are only for Christmas. According to “Inside the White House: Holidays” on the White House website, there were twenty-six Christmas trees throughout the house for the 2014 Christmas and a large gingerbread house that weighed over 300 pounds.

There is even an official White House Christmas tree in the Blue Room.

Though Christmas is celebrated by many people, it is not the only winter holiday. Jewish people celebrate Hanukkah, Buddhists celebrate Bodhi Day, Muslims celebrate Id al-Fitr, Wiccans celebrate Yule and Native Americans tend to celebrate the Winter Solstice. Atheists have recently begun to celebrate the Winter Solstice, as well.

These are just a few of the recent and obvious examples of our government’s inability to separate itself from religion. If anyone is willing to take even a slight look at the United States government, he or she can observe the influences of Christianity over other religions.

U.S. currency reads, “In God We Trust.”

The Colonel

Redistricting An Overlooked Process

Opinion

13

story | Haley Richards illustration | Luke Myers

R

edistricting is a process carried out by the state governments every ten years (after every census). According to redrawingthelines.org, redistricting is used to redraw both political and educational district lines.

According to the Voting Rights Act of 1965, the government does not allow race or class to fully determine districts, but they are allowed to play a factor in the drawing of district boundaries. Thus, districts can be made up of people all from one class. School funding comes from property taxes, so if many of a state’s wealthiest class live in one area, the school will have the best available teachers and resources.

According to census.gov, the United States Census Bureau, the median income in Hudson is $119,212 per household, and 68.4 percent of the population has at least a bachelor’s degree, as of the 2010 census. In contrast, in East Cleveland the median income is $20,577, and only 11.1 percent have a bachelor’s degree or higher. Additionally, the graduation rate in Hudson is 94.4 percent, according to americaspromise.org, and East Cleveland’s is 50.3 percent, according to their local school directory.

There is a direct correlation between wealth and education in different districts.

There are two major guidelines for redistricting. According to redistricting.edu, “The

U.S. Constitution requires that each district have about the same population,” but in state districts there can be a 10 percent population difference between the largest and smallest districts.

The other major guideline regarding redistricting was established in Section Two of the Voting Rights Act of 1965: “No voting qualifications or prerequisite to voting, or standard, practice, or procedure shall be imposed or applied by any State or political subdivision to deny or abridge the right of any citizen of the United States to vote on account of race or color.” Even so, redrawingthelines.org says, “Minority voters have frequently faced discrimination in voting during the redistricting process.” Redrawing district lines presents an opportunity for those in power to, whether intentionally or by accident, give minority voters less power.

According to New York news station wxxi.org, “Designing election districts so that most members of a minority group are placed in a single district is called packing.” In contrast, legislature can and has divided minorities and parties into multiple districts, decreasing representation.

Politically, the process of redistricting is used to divide states into parts that will decide the electoral votes in an election. Each district gets a representative, so each district gets essentially one vote. Because the sorting of districts is heavily influenced by the views and political stances of citizens, the district lines will affect the election. Mathematics professor J. Mattingly told Duke Today, the newspaper at Duke University, “The outcome of the election varies according to how you draw the district boundaries.” With only minor changes to boundaries, the American or state legislative body could be different.

Because of political motives, people are divided into sections based on political party, and because parties are generally made of people in similar situations, citizens are generally sorted into districts of similar demographics. The popular vote could be the same, but if district lines were to be drawn unfairly, the governmental body could be significantly different. The power this process carries is often overlooked. It has a substantial impact on not only the national level, but also in local communities.

A political cartoon satirizing redistricting plans.

The Colonel

March 2015

14

Opinion

Online vs Normal Degree

The overlooked perks of getting an online college degree story | Logan Kordinak graph | ictnetwork.org

A

s I write this article, I am reminded by the presence of many ads on my computer that Easter is fast approaching and with it, the very first murmurs of spring. New experiences are in the air here, and for the seniors of Roosevelt High School, spring will for the first time bring an air of apprehension as well.

Being all too acutely aware of this, my inbox is flooded by new and more desperate college application information every day. I am faced with the realization that college and dating give me an equal amount of dread, and with it, the same sense of butterflies in my stomach.

We want to love our colleges and so we do the best we can to make the best choices about where, when and how to go.

But many will find that all colleges are not created equal, and that college in America is a necessity priced like a luxury (and an expensive one at that). Some will choose to work through college, many will find some form of scholarship and financial aid.

Of course, another option does exist for those who seek to try something unconventional.

Online college is a rapidly growing and newly founded part of the college history of America. It offers a viable option for many students who either do not find a fitting college (be it financial, temporal or social) or who are simply attracted to the idea of a more self-driven curriculum. Online college seems to be a good, flexible March 2015

option for many, however, this option does present its own set of challenges.

Most online colleges, by nature, are technologybased. Programming, game design, digital art and graphic design degrees find easy ground when students are by necessity already on and familiar with a computer.

These colleges struggle to find and fill programs in more conventional areas of university academics such as the humanities, law or business. This unique problem, as well as the nature of the system itself has led to stigma from the collegiate community and from job providers.

But how does a degree from an online college stack up against in-person two and four-year degrees? Can a man or woman decide against the four walls of a classroom containing them?

The numbers will tell.

Often the first indicator of quality in an education system is faculty, particularly teachers, and with online courses this is no different.

Recently, as online colleges become increasingly mainstream, inperson colleges and their faculty are adapting.

Most online teachers work as full or part-time professors at private, state and community colleges rather than working fully online. In fact, according to a report by itcnetwork.org, 64 percent of full time community college professors also work as online professors.

Seemingly suggesting that online colleges could be compared to a more traditional community college is in the report mentioned earlier. It further states that online colleges have a 72 percent graduation rate, as compared to The Colonel

Opinion

a 76 percent for an in-classroom course.

The online college phenomenon has also been picked up readily as a way for so-called “for-profit colleges” to increase revenue and give access to more students at minimal cost. A Pew Research Center report recently showed that 71 percent of for-profit universities offered online courses, and 23 percent of graduates stated that they had taken a class online. A further 54 percent of administrators felt that these classes offered the “same value” as standard classrooms.

These online classrooms are becoming increasingly networked due to their natural reliance on computers and the Internet.

Over 20 percent of all colleges report to ictnetwork that they share servers with other schools within the state, region or country, and over 15 percent of all students taking classes online, finish their degree entirely online. Allowing for new opportunities in the online college environment, an industry that has experienced constant growth since 2006.

However, this system is hardly perfect. The same study claims that only 29 percent of adults surveyed reported their online degrees offering the same value.

This of course raises concerns that while one may be taught equally, there will be bias towards you, and your degree in particular, by future employers. Whether this belief translates to quality or quantity of work is data that just isn’t available for this relatively young new system.

But with college degrees, perception is reality, as many

The Colonel

15

people scramble to fill the fewer spots in the workforce.

Online college is further hindered with only three percent of colleges surveyed offering interactive video courses (the closest to in-person education available).

Online education is in many ways far behind the quality of feedback available to most “on campus” students.

Luckily, this reputation may be unfounded, as many online colleges have sought and received accreditation, and many brick-and-mortar colleges will offer a traditional degree, even if 90 percent of the course work is completed online. With up to 15 percent of colleges polled in the aforementioned ictnetwork study offering “blended” c ou r s e s , combining both online based and standard classes, up 7 percent from only five years ago.

Overall, it seems that while it may be unconventional, the degree itself is worth the same, whether gained online or in person.

This post-high school path offers another degree of flexibility to our graduating class, with up to 26 percent of current online students also finding full-time employment, according to a study published on coursehero. com.

These new options and increased flexibility mean that a new group will be able to find a place on their walls for a college degree and that’s rarely a bad thing.

March 2015

16

Opinion

Your Local Punk Scene Delving into what makes Kent’s and Akron’s subcultural scenes unique story | Sydnie Barnette & Aaron Leclerc illustration | Luke Myers

P

unk rock made its debut in the 70s with nascent bands like the Sex Pistols and the Ramones. The genre gave life to young misunderstood people amid a time of political tension and unrest. While it is widely debated, it is evident that punk is still alive and well today, if not in the mainstream (as pop-punk Hot Topic-clad teens have morphed the once violent, abrasive genre into a radio-listener’s heyday) then in even smaller subcategories and DIY communities.

This subculture exists everywhere, albeit hidden away in the underground. The ubiquity of these vibrant communities is often shielded by a veil of secrecy and protection. No one knows about the scene until they are brought in by a friend. It is kind of like a friendlier version of Fight Club, with slightly less violence and slightly more denim jackets. In Kent and Akron, there exist a plethora of outlets for punk bands and kids, giving life to a scene worth exploring.

College towns are prime for proprieting a healthy punk scene because of the abundance of youth in such a centralized location. College is often the first time many people are given the freedom to form their own opinions and create their own identities. Allegiance to a music scene is one prominent way to form personal identity rooted in the safety of a welcoming community.

Nick Muffet, widely known in the local music community by his musical moniker, Penny Arcade, told us that Akron’s punk community is special, “[E]veryone is on the same level... Everyone learns from everyone else and it’s a really encouraging and empowering environment.”

This intrinsic community is deliberate and inviting to many people.

March 2015

Integral proponents of punk culture are house show venues. House shows are shows played in private residences. Sometimes individuals throw house shows in their homes, and sometimes houses exist and are inhabited for the sole purpose of hosting shows and bands. Hosts can either charge a small fee to give touring bands money for gas or throw the shows for free. One house that is run and sustained exclusively for the purpose of hosting shows is It’s a Kling Thing! in Akron. Another is the LICH house, a self-described intentional community devoted to exploring sustainable living practices. In addition to hosting shows, LICH hosts crafting and cooking events.

Currently there are no house show venues in Kent, but Kent State student Peter Kratcoski has plans to change that. “There’s a lot of opportunity here because of the university atmosphere. Everything’s very walkable. I want to get a house and throw some shows a few times a month, you know, spread the house show scene to Kent,” Kratcoski said of his future plans. Kratcoski is in the band Cool Dads, that made its debut at the LICH house in December. He has been an active member of the local music scene since the eighth grade.

In Akron there also exist venues for the specific purpose of furthering the music scene. Annabell’s is the quintessential punk rock dive bar in Akron.

A dingy storefront nestled in the heart of Highland Square’s arts district, Annabell’s has brought in local and touring talent for decades. With Yelp reviews ranging from, “[L]ots of beer on the floor and a smell that only the truly homeless or hip can appreciate,” to, “[I]t’s easily the best dive bar I have ever seen in all of my travels across the country and the world,” Annabell’s has an undeniable reputation, whether it be good or bad. The bar is especially famous for the “Akron Punk Nights” it hosts every Tuesday.

The Colonel

17

Opinion Kratcoski said of his experience playing Annabell’s, “[The venue] has a great setup. I think the Black Keys played some of their first shows there, so it’s honestly an honor to play there… It’s a very intimate place to play.”

In Kent, Euro Gyro, the Stone Tavern and 425 have given local and touring punk bands places to play. Euro Gyro’s lenient and inviting booking policy has given rise to many an unforgettable show.

Queer-punk band Ride or Die’s Scotty McMaster says, “We booked a great show at the Euro Gyro recently with a touring band called Kitten Forever, and it went great! We got a lot of college kids to come out to the show, and there was great positive energy.”

The Stone Tavern remains an old standby even after the name-change from Professor’s Pub. Acting as a place to buy records, hear stand-up comedy and see shows, it is a versatile addition to the community. 425 remains an elusive and a persistent curiosity in Kent. Looking much like an empty warehouse near the Crain Avenue bridge, 425 sporadically opens its doors to bands. Mostly used as an art studio, it takes knowing someone on the inside to know when an art exhibit or show is happening.

When 425’s doors do open, one can find a halfpipe and blank walls to fill with art nestled harmoniously inside.

Participation by individuals is essential to furthering the local punk scene. Obvious contributions like starting house show venues, booking shows and playing in bands are viable ways to help out but are not always realistic for one single person. Other popular ways of showing support come from fans, whether it be by contributing art for show posters, writing zines, promoting or simply attending shows. Fanzine-writing made its debut in the 70s and was the main way people found out about new punk bands during that time. Individuals and bands self-published magazines with information about their favorite bands, new bands, album reviews and opinions on topics ranging from art to politics. With the advent of the Internet, some may find zine-writing to be obsolete, but within the context of the punk scene, zines are still widely circulated at shows.

Attending shows is important to furthering the scene as well. Muffett succinctly describes why The Colonel

the Kent and Akron punk communities work so well, “None of the performers are on pedestals because probably everyone in the audience also has their own band,” he says. While there are some fans who just enjoy music, many members of the audiences at punk shows are in bands themselves, so respect and understanding for artists abound. However, according to some punks, this respect only reaches so far.

McMaster explains, “I have always associated punk with alternative ideas that oppose racism, sexism, homophobia and trans-phobia, but it took me a while to find that part of the scene that focuses on progressive thought.” As in every subcultural community, the waters muddy with the ultimate goals and ideals that the majority of participants work towards.

Kent and Akron’s vibrant punk rock music scenes are begging for people to get involved. It takes an active community to help get people interested in the goings on within the scene and spread camaraderie. Hopefully in the near future, Kent will gain greater footing as more bands and fans come out of the woodwork to contribute to furthering the longevity of punk rock in Northeastern Ohio.

Part time A+ student, part time punk rocker.

March 2015

18

News

The Official School Closing Station Is Fox 8 News really that official? story | Audra Grimm illustration | Luke Myers

A

s the winter season has begun to fluctuate between slushy piles of melted snow and inches piled high on sidewalks after a winter that started with months of no snow, schools have called off numerous times. However, it seems that recently most cancellations have been due to plunging temperatures rather than the accumulation of snow. This has been especially common this year with the recordsetting numbers in mid to late February. These conditions and their side effects ultimately led to students anxiously anticipating the call from their superintendent, whether it be the night before or the morning of, to hear about a closing or delay.

The task of finding out about school closings can be made much easier with certain technological tools. Instead of waiting for a phone call from the superintendent, or a tweet from weatherman Mark Johnson of WEWS, adults and kids alike can rely on the news stations in the area. It is much more convenient to have a rapidly updating website or television broadcast.

Major sources for the awaited news tend to include Fox 8, WKYC, WEWS with Johnson and, of course, the school superintendent or principal with a call or tweet. Different people turn to different stations for information, raising the question; which source is the official one?

One station could be more accurate than the others, more rapidly updated, have more viewers or have a higher ranking. This can all cause some information to reach a larger audience.

All of these factors can affect what makes any one station the official station, as there can be only one. It is likely that no committee gathered to decide which station is the official school closing station. Each station may have a different criteria as to what constitutes officiality, creating a muddled idea of which station is the true official school closing network and, therefore, the most dependable. More than one network cannot claim that they are the one and only

official closing station, but they somehow do.

Upon calling Fox 8 and asking them if they’re considered the “official school closing station,” the woman on the line replied with, “[T]hat is what we label ourselves, yes.” When asked how this was decided and if it was based on their number of viewers, “[Y]es,” was the final response. Note that they admit to labeling themselves this, and that no one else has agreed with or disputed this fact.

WKYC was then called and asked the same questions, and oddly enough, had the same response. They, too, say that their station is considered the official school closing station.

However, their criteria is different, and instead of number of viewers, their so-called “official” title is “[P]robably [caused by] the iAlert system, where schools can email us when they close, and it goes straight to our website and television broadcast.”

Clearly, the two statements do not add up, and both stations have some arguing to do.

Each station has their own criteria, yet have come to the same conclusion that cause them to look good. Being official can cause higher viewership and an increase in credibility. The problem is that both stations actually decrease their credibility by replying inconsistently with what the truth should be.

Local news anchor praises himself for being rad.

March 2015

The Colonel

Sports

19

Survey: College or Pro Sports?

College athletes desire to be employees story | Phillip Grant

W

workouts, players spend 15 to 20 hours of work per week. Spring practice requires 20 to 25 hours per week of training and film study.

NU is a private research school that has established campuses in Evanston and Chicago.

The NU football players seeking to unionize is revolutionary thus, the introduction of unions in college football may only be effective in private, smaller colleges now. But in the long run, athletes attending major universities, generating millions of dollars, are going to be requesting unions.

Ed Butowksy, an investment strategist for athletes said to ABC News, “College athletes who seek to be employees would have to pay taxes on their scholarships.” This could be a dilemma for student-athletes and their financial backgrounds. Also, if student-athletes are enabled to be labeled as “employees,” then it potentially could be the beginning of the end of the cliche saying, “I play for the love of the game.”

Butowksy also told ABC News, “One of the things people don’t realize is when the training tables closes, and they’re hungry at night, athletes don’t have money to get food to snack on. They don’t have any ability to go get jobs. So not all of it is about them wanting money. But, it’s about, hey can I please get a job in the summer, or a job at school.”

hen observing the motives behind Roosevelt students’ choice of watching college or pro sports, many of the arguments boiled down to playing for money versus playing for the love of the game. However, college athletics are drastically changing.

While on scholarship, student-athletes are not permitted to work for a salary. However, the National College Players Association (NCPA) is an organization that is fighting to ensure the safety that student-athletes need, allowing them to work when they are not playing on the field. According to ESPN, Northwestern University (NU) players could be the first group of college athletes in the nation to unionize; it all depends on how the players cast their ballots in regards to collaborating with the NCPA.

Former NU quarterback, Kain Colter, is one of the many who are making an effort to unionize NU’s football team. He said to The New York Times, “When you’re dedicating so many hours to your sport, it’s hard for you to reach your full academic potential.”

As a Division-1 athlete simply stated to an interviewer from NCPA’s The Price of Poverty in Big Time College Sport, “... they tell you, you are a student first and an athlete next, but really you are an athlete first and a student second. There is more emphasis on making your practices and meetings.

They hit you with the go to class and all that stuff, but they don’t care. As long as they get them four years out of you they could care less if you get a degree or not…”

SB Nation is the fastest growing online brand of sports media. According to SB Nation, during August training camp, players engage in 50 to 60 hours of football-related work per week and only have 16 hours of free-time for homework or any other miscellaneous activity. During the regular season, players put in 40 to 50 hours of work per week to football (this does not include other activities such as drills, traveling, training meetings, and film study). If the team qualifies for a bowl game, the schedule is extended to December and players are expected to follow the weekly tenure previously stated. For mandatory offseason

The Colonel

An RHS survey.

March 2015

`

20

Student Life

PARCC Testing

How is it affecting Roosevelt? story | Murphy Deutsch and Mikenzi Daniels-Smith

A

rkansas, Colorado, District of Columbia, Illinois, Louisiana, Maryland, Massachusetts, New Jersey, New Mexico, New York, Ohio and Rhode Island are the states that have agreed to become a part of the PARCC pact. The Partnership for Assessment of Readiness for College and Careers, more commonly known to the student body as PARCC, has been recently introduced to Roosevelt as well.

This organization has created a degree of testing that has been integrated into Roosevelt to keep the schooling system up to date with the Common Core State Standards (CCSS), which measure students’ knowledge at each grade level. This upgraded testing system has also promised to provide teachers with the tools to assess and students’ learning abilities and assist them accordingly.

The goal of these assessments in Mathematics and English Language Arts/ Literacy is to give schools, teachers in particular, an idea of how to improve the testing system and better prepare students for their future education and career. However, many staff and students interviewed by the Colonel found the testing to be less than helpful for their futures.

Although grumbling is to be expected from the underclassmen who are removed from class and required to take the PARCC tests early in the morning, the most surprising majority of protesting has come from the faculty and parents, as the Colonel and many other publications like Yahoo News and Akron Beacon Journal have found out.

When presented with the issue of PARCC testing, many teachers as well as

March 2015

students took direct stances on the issue, and it is clear that not all are in favor.

Although the students felt that they “did pretty well overall,” as freshman Isaac Vanmeter commented, all the students interviewed agreed that the material was pointless to have been tested over since, as Emma Murphy, another freshman student at Roosevelt, pointed out, “a lot of it we haven’t even learned yet.”

Students who participated in this particular standardized test also found there to be zero beneficial properties in taking the PARCC test. Annmarie Mosley, when interviewed by The Colonel, commented, “I don’t think we need to take these tests to show how good of a student we are.”

Vanmeter added that he did not believe that there were beneficial qualities in the PARCC testing because “in the time that I am taking the test, I could be in class, studying useful things.”

From the student interviews, the overall impression of PARCC testing is highly negative. One would think that most teachers would be in favor of promoting testing and showing off the school’s scores; however, the more opposing opinions were from the teachers and staff of Roosevelt.

During an interview, two of Roosevelt’s freshman teachers, Jack Fisher and Carla Ferrell, expressed their negative opinions on the effects of PARCC testing on the class curriculum.

“[PARCC testing] wreaks havoc on a teaching schedule. It has gotten classes out of order and caused us to drop anchor on making any progress. What we really need is one valid test and to not keep taking away instructional time.” Fisher’s opinion mirrors The Colonel

Student Life that of Ferrell, “I did not see my freshmen for three or four days in a row. We lost about a half a week of instruction. The whole class flow is disrupted. I have to rush material to get them ready [for standardized testing and final exams] and I feel like they’re stressing more about standardized testing.”

One teacher, who wished to be anonymous in this publication still wanted their worried opinions about PARCC testing to be understood by the school. “[The PARCC test] has been quickly given without consideration. It forces me to teach faster because the test is in February instead of the end of the year. I honestly feel like my students at the end of the year won’t be as strong. They would absolutely be stronger if I didn’t have to form my curriculum around the [PARCC] test.”

John Roebke, music department chair and head band and orchestra director, also spoke up to a Colonel journalist on the subject of PARCC testing at Roosevelt. “It’s disruptive.

Beginning band since winter break, some [students] have only had a few meeting classes because of the barrage of testing. I think we do way too much. I would rather test to improve instruction, but now we’re just testing for the sake of testing. I don’t see the PARCC test accomplishing that and it takes away from instructional time. During instructional time, teachers learn what students need to learn.”

Craig Foreman openly took to social media, sarcastically stating his excitement for more testing. “There is no way we can compete in this world if we don’t come to grips that we need less class time, and more time lined up in gyms on hard metal chairs brought in from storage — and tested... Awesome! These are all awesome at showing how smart kids are. Real awesome. It’s awesome. Whole week of awesomeness.” When interviewed for the article, Foreman cut the sarcastic twang and simply stated his disapproval of testing. “I really do not like them. There doesn’t seem to be a point to it. It’s pointless and sad.”

More serious than a few social media The Colonel

21

posts, in other parts of the country, PARCC test-related incidents have become increasingly concerning. According to Akron Beacon Journal, in New Mexico, another state from the PARCC state pact, “walkout” protests were performed by over 1,000 students who simply walked out, from Rio Grande High School, Atrisco Heritage Academy and South Valley Academy to West Mesa High School. Albuquerque Public School’s board member, Steven Michael Quezada, who spoke to Akron Beacon Journal, said addressing students who had gathered on West Mesa’s football field, “I basically told them that they had the right to protest. But I can’t condone you leaving campus.”

PARCC testing pledges the one thing teachers are currently feeling most deprived of: more educational time with their students. Obviously, Roosevelt’s upset over PARCC testing does not stand alone.

Although the protest over PARCC testing is expected to decline as the weeks carry on, there is no ending to standardized testing or a cure to the loss of instructional time.

Stop testing, posted on a door ar Roosevelt.

March 2015

22

Student Life

Behind the Glasses The innerworkings of The Colonel story | Samantha Ellis

R

oosevelt’s newsmagazine, The Colonel, may seem simple, but it is a complex process to put it together. Throughout the year, Colonel staff members participate in many events, as well as work to create a monthly issue of the publication.

To start the year off, staff participates in “Ad Day.” This is a time when we divide into small groups to go into the Kent community to sell advertisement space within the issues of The Colonel.

This event is one of the main sources of income for covering the Colonel staff ’s printing costs throughout the year.

We sell these spaces and sell ten dollars subscriptions to anyone and everyone. In addition, we sell concessions at the fall play and winter musical.

The amount of spaces sold this year has remained roughly the same in comparison to last year. However, many businesses have been given forms so that they can purchase space throughout the year if they decide they would like to do so.

The process of selling consists of driving or walking to a business, then attempting to find the owner or person in charge. We then persuade them into hearing our pitch, which can consist of varying degrees of blandishment. After some tactful persuasion, we leave with one less form weighing us down.

We continue this process for about two hours, and then return home exhausted.

The next day is when we turn in any forms that have been filled out by businesses on the spot.

However, not everyone on The

March 2015

Colonel staff can participate in this event.

If any members have a sports practice or game, they cannot come. Since the staff is so diverse, only about half could go.

This limited the amount of groups to two consisting of four people. This year’s “Ad Day” consisted of eight members divided into two cars. One car went to downtown Kent to local business, while the other car went around to outlier business on the edges of Kent. Both groups were successful in the goal to sell space.

Many different types and sizes of advertisements are sold on “Ad Day”. There are full, half, quarter and eighth size spaces sold. Businesses such as Evergreen Buffet and Scribbles pay for different editions to advertize in.

237 N Water St. Kent, OH

The Colonel

Siblings in School What’s it like attending school with your siblings?

Student Life

23

story | Audra Grimm photos |

Trey and Tyler Mckown Colonel: What’s the worst part of being in the same school as your brother?

Trey (12): “Some of his friends are annoying. We don’t get in each others’ way, except Tyler’s really into Drama Guild and likes to perform in the house.”

C: What’s the best part of being in the same school as your brother? Do you get any stigmas from teachers because of him?

Tyler (9): “The best part is that I can beat him up. Plus, I know people around school from him and they pick on me, but in a good way, joking around. Sometimes I get asked if I’m Lauren’s brother, which is kind of weird, but I don’t get many teachers asking if I’m related to Trey. No one thinks we really look alike, so it’s only if they recognize the last name.”

Lauren and Bryan Mckown

C: What’s the best part of being in the same school as your brother?

Lauren (12): “I’m really close with him. We get along well and can relate. He plays sports and so do I, so we bond through that.”

C: What’s the best part of being in the same school as your sister?

Bryan (9): “I always see her in between periods, and I get rides home.”

Fun Fact: The two pairs of Mckowns are cousins!

Jocelyn and Elise Kohl

C: What’s the worst part of being in the same school as your sister?

Jocelyn (11): “Sharing friends. I hate that. She’s also mean to me but then nice to me when we’re not around people, and that’s not okay. Like, you can walk home.”

C: What’s the best part of being in the same school as your sister? Do you get any stigmas from teachers because of her?

Elise (9): “Teachers don’t realize until they know my last name that we’re related and then talk about how much we look alike. Which I don’t think we do… I get it a lot, though, so I expect it. We don’t have a lot of the same teachers now, but in elementary they almost compare you-- some do, some don’t. The best part is that she can drive me, and I wasn’t nervous to come to high school because I knew she was here and knew other people.”

Esther and Naomi Wang

C: What’s it like having a twin here? What are some positives and negatives?

Esther (10): “Last year and ever since preschool we had no classes together, this year we have almost all of them with each other. I don’t mind, we always have the same homework so we can work together, then we only need to bring home one book for the both of us. It’s also good we have a lot of the same friends.”

Naomi (10): “The best part is not worrying about homework. Sometimes one of us gets better grades, though, it’s kinda competitive.”

Spencer and Madison Belden

C: What’s the worst part about being in the same school as your sister?

Spencer (11): “It’s awkward seeing her in the hall because she tries to jump on me…”

C: What’s the best part about having an older brother here? Do you get any stigmas from teachers?

Madison (9): “I have a lot of the same teachers, but no one’s mentioned me as a little sister. He showed me around the school at first, but now sometimes he doesn’t talk to me.”

The Colonel

March 2015

24

Student Life

Alternative Schooling The system has options story | Rachel Favetta

“E

ducation is not preparation for life; education is life itself.” This quote from John Dewey, advocate for educational reform, is one that many take to heart. People always refer to school as preparing them for real life, but there are many way to define real life. Real life is not something that just begins when one receives a diploma, real life is right now.

Learning never stops, even after school is over, but there are options when it comes to how education is obtained. Most people think of school as the average public school education: five years of elementary school, three years of middle school and four years of high school.

Students are typically bored, stressed and sleep deprived.

This, however, is not the only option. Colonel reporters interviewed some students who have taken alternative educational paths to gain a better understanding of them. Some of the students we interviewed have been homeschooled or online schooled, while others have gone to art-focused schools like Miller South and Spring Garden Waldorf.

A lot of people have stereotypes about homeschooling, but it can actually be a very beneficial educational choice. Classes may be conducted by a parent or tutor within the home or out in the community. A common stigma about homeschoolers promotes that they are weird and unsocialized, but that does not have to be the case. Most homeschoolers attend co-ops, groups formed with other homeschoolers in the area.

These groups have classes together and go on field trips. Homeschooling is not for everyone, but some students really enjoy and thrive with such a flexible schedule and informal learning environment.

Senior Emma Peshek opened up about her homeschooling experience. She is currently interested in cosmetology.

March 2015

Colonel: What is your view of homeschooling?

Peshek: I think that it’s a really good thing. It’s a good option for some people who can’t really handle public school.

Colonel: Do you think your life would have turned out differently if you hadn’t had this experience?

Peshek: Yes, I don’t think that I would have had the same opportunities. I got to experience things that I wouldn’t have gotten to if I had been in public school my whole life.

Colonel: Can you describe a typical day?

Peshek: Typical day, wake up around ten o’clock, do math, do English, eat some lunch and then most of the days we would go and do a group class.

Colonel: Do you dread public school more, less or the same as when you were homeschooled?

Peshek: No, it was the same. But now I’m like, “Wait, why did I ever dread homeschooling? It was so easy.”

Colonel: What are the pros?

Peshek: Pros are one-on-one attention, not having to deal with the drama of other students and not having to deal with teachers who don’t really care. Just being around your parents all the time is nice.

Colonel: What are the cons?

Peshek: You don’t always get the same opportunities. You can only do parks and rec sports, and they don’t offer as many [sports] as school does.

I wouldn’t have been able to be in cosmetology.

Colonel: How do you become well socialized?

Peshek: I was a part of a science group, a history one, an art one for a while and a different english one. My friends and our parents were all friends and so we would go on field trips all the time.

Freshman Isabel Thomas also told us about her experience with homeschooling. This is her first year in public school, and she is interested in the culinary arts and music.

The Colonel

Student Life Colonel: What is your view of homeschooling?

Thomas: I think that homeschooling is good for different people. Personally, homeschooling was good for me for a long time, but then I grew out of it and now public schooling is the right thing for me. It really depends on how the parents teach it.

Colonel: Do you think your life would have turned out differently if you hadn’t had this experience?

Thomas: Definitely. I think homeschooling definitely brought me closer to my family and it also made me able to relate to a wide range of people, not just people in my own grade, but people of all ages.

Colonel: Can you describe a typical day?

Thomas: It would really vary, but when I was younger I would learn out of some textbooks and then my dad would teach me most of my math.

So I would get up at about eight o’clock, when I was younger, and I knew what I had to do. I didn’t have to do it in a certain order, but I would do math and language arts and reading and I didn’t really do that much science when I was younger.

Occasionally we would do some science experiments. Lots of writing and reading, though.

Colonel: Do you dread public school more, less or the same as homeschooling?

Thomas: Sometimes I do just because when you wake up in the morning you wish you could just sleep. It’s also a lot easier to learn when you’re homeschooled because there are less distractions.

Colonel: What are the pros?

Thomas: The pros of being homeschooled, like I said before, are that you are really able to connect with your family more. It’s also a lot easier to really follow your interests.

Colonel: What are the cons?

Thomas: It takes up less time out of your day, so you have all this free time. But then most of your friends are either doing something else or they’re at public school. It’s just like when they’re free, you’re busy and when you’re free, they’re busy.

Colonel: How do you become well socialized?

Thomas: I took geography and history through co-ops, which was really nice.

Colonel: Can you explain what a co-op is?

Thomas: There’s committees of homeschoolers The Colonel

25

around the U.S. and there happened to be a group with lots of homeschoolers near us. They would have a scheduled meeting at maybe a library or somebody’s house.

Miller South is a school for the performing arts in Akron. Students must audition for a specific area of the arts. Prospective students can audition for art, band, dance, drama, orchestra, piano or vocal music. As well as typical academic classes, each day students have a time set aside for their area of interest. The whole curriculum is infused with lessons from the arts. Miller South ranges from fourth to eighth grades. This type of environment grows the skills of talented students.

Senior Genevieve Underwood told about her experience at Miller South. She attended the school for three years with a focus in art and orchestra. She is currently interested in going into the medical field.

Colonel: What is your view of schools like Miller South?

Underwood: I really like them. There’s so many different people there and you get to see lots of cool and unique things about each other.

Colonel: Do you think your life would have turned out differently if you hadn’t had this experience?

Underwood: Probably. All the teachers and kids there were so nice. I feel like I would have a different view on life.

Colonel: Can you describe a typical day?

Underwood: We all have our interest areas which we got in for, and we would have two hours of just that. I also know that in sixth grade we would have exploratory classes where we would try the different interest groups like drama, choir, all that. And then we would perform in front of the auditorium which was kind of cool because you got to experience other areas you weren’t really familiar with. But in the mornings we would all meet in the auditorium. There was usually a performance that would go on, and then we would go to class and in a lot of the subjects they would try to integrate art or your interest area.

Colonel: Do you dread public school more, less or the same as Miller South?

Underwood: I never dreaded coming to school, I just don’t like to wake up early.

March 2015

26

Student Life

Colonel: What are the pros?

Underwood: Like I said before just getting to experience other interests. I would never have done drama, but I got to experience that. Just getting a chance to be different than what I usually was.

Colonel: What are the cons?

Underwood: There are no sports. So, if you were interested in athletics you couldn’t really do that.

It was more about your brain, not anything like gym.

Colonel: How do you qualify to attend Miller South?

Underwood: You have to audition. For art you had to get a portfolio together and send it in. Then you would go in to draw a still life for an hour and then they would judge it.

Colonel: Can you explain what it’s like to have a focused area of study?

Underwood: We just would have a period that was longer set aside for that. So it was kind of like how you can do choir or art here.

Senior Rhuna Wall opened up to us about her experience at Miller South, where she went with a focus in vocal music and dance. She is interested in going into music.

Colonel: What is your view of schools like Miller South?

Wall: Miller South was the best decision of my life school-wise, and I wish I was still there now.

Colonel: Do you think your life would have turned out differently if you hadn’t had this experience?

Wall: Yes. It would be worse. I think I’m better.

I’m a better person. My skills are much better because I went there.

Colonel: Can you describe a typical day?

Wall: It’s the same academically. You still take the same classes like math and all that stuff that everyone else does. Since it’s an art school, some of the teachers like to incorporate activities like plays or art since the kids there all do that stuff.

Other than that it’s the same. Just like you would have choir here you have choir at Miller South but then there’s also show choir and bunch of other choirs. The choir is obviously higher quality than it would be at a regular school since it’s all people who are interested and who tried out. There were nine periods there rather than eight because we needed more time. The day was March 2015

probably half an hour longer, but the periods were slightly shorter.

Colonel: Do you dread public school more, less or the same as Miller South?

Wall: It’s been so long since I’ve gone there so I’m pretty used to it now, but when I went from Miller South to here I did not like it here. Miller South was just a lot better of a place for me. When I went to Miller South I really liked going to school, I actually wanted to go there. I never dreaded going to school at all. I was doing everything I liked and it was so much fun.

Colonel: What are the pros?

Wall: If it’s something you’re into and you have a talent, then obviously the perk is that you get regular school plus you get to go somewhere where everyone is like you. So, if you’re a good singer you’re surrounded by other people that are good singers. Consequently, it makes you become a better singer.

Colonel: What are the cons?

Wall: I don’t really think there are any cons.

Colonel: How do you qualify to attend Miller South?

Wall: Well I can only speak for choir and dance, but you show them your grades. When I did choir I had to have a song prepared, we did sight reading, and they would play some notes and you would have to sing them back. For dance they would basically just see how fast you could learn something, and you would have a dance prepared.

Spring Garden Waldorf is a school based on the Waldorf learning method, which was invented

by Rudolf Steiner in 1919. Its purpose is to educate by catering to every aspect of the mind. It provides students with a well-rounded education by focusing not only on the mental aspect of learning, but the imaginative and social aspects as well. Students have core classes as well as music, art, movement, foreign languages and outdoor play. All of these aspects combined provide a well-rounded education base which lasts a lifetime.

Junior Audrey Fiala attended Spring Garden Waldorf for five years and would like to pursue the arts.

Colonel: What is your view of schools like Spring Garden Waldorf ?

Fiala: I think it’s a really cool alternative school style, and I think while it’s not for everyone, some people can really benefit from that and how it differs from regular public school.

The Colonel

Student Life Colonel: Do you think your life would have turned out differently if you hadn’t had this experience?

Fiala: Yes, I do. I’m not exactly sure how. I think because the school environment there is very different from public school and I think just being in that different environment alone influenced me different than public school would. The curriculum is just very different.

Colonel: Can you describe a typical day?

Fiala: There’s morning recess for half an hour and then everyone comes in and there’s this morning thing that each class does. They say something and light a candle and all this stuff. And then they get started on the lesson. It depends on the day, it might be grammar or reading or recorder.

There were most of the same subjects you would find in a public school.

Colonel: Do you dread public school more, less or the same as Spring Garden Waldorf ?

Fiala: I couldn’t say because I think I dreaded that and I dread this for different reasons.

Colonel: What are the pros?

Fiala: The curriculum style is very encouraging of imagination and creative play and creative discovery. Especially when the students are in the lower grades they get to do a lot of exploring of their own interests and I think that’s really cool. Because the classes are a lot smaller, the students can get more individual attention from the teachers. And because the teachers stay with the student for all eight years, they really get to know each other so the teacher really gets to understand how the student needs help and how to best educate them.

Colonel: What are the cons?

Fiala: Going back to the small class thing, you are with the same people all the time and so sometimes that can be bad if there’s conflict. And there’s definitely not as much diversity there as you would find in a public school. It’s very expensive and it’s far away from here.

Colonel: Can you explain what it’s like not having grades?

Fiala: I think that the focus is more on individual growth and learning and how much you as an individual student have accomplished instead of being put on this zero to one hundred scale like A, B, C, D. So the focus is more on learning to The Colonel

27

learn and not memorizing information to take a test and do well on the test so you get the good grade.

Sophomore Willow Campbell told us about her five-year experience at Spring Garden Waldorf.

Colonel: What is your view of schools like Spring Garden Waldorf ?

Campbell: I like them because they let you have more of a childhood kind of.

Colonel: Do you think your life would have turned out differently if you hadn’t had this experience?

Campbell: Yeah. Again, I got more of a childhood. It was really creative so I got more creative outlets.

Colonel: Can you describe a typical day?

Campbell: During the week every day is different, you don’t have the same classes each day. So in the morning we had main lesson, which was just whatever block we were studying at the time. And then during the day we had all different classes.

Colonel: Do you dread public school more, less or the same as Spring Garden Waldorf ?

Campbell: When I was going to that school it was less.

Colonel: What are the pros?

Campbell: We have the same teacher and same classmates for every year, so you get to know people better.

Colonel: What are the cons?

Campbell: It’s not very diverse. Same people over and over.

Colonel: Can you explain what it’s like not having grades?

Campbell: I’m not sure. You take the IOWA tests in the middle of the year and that’s the only “grade” you get for that year. And then your teacher just says if you accomplished that year well or not, but there are no letter grades.

There are more opportunities for education than one may think. All of these varieties of schooling are beneficial to certain types of students. Some students who consider themselves to be bad at school probably just have not found the right path yet. Education is a lifelong journey.

March 2015

28

Serial Novel

March 2015

The Colonel

Serial Novel

A Tale of Two Scissors Part Three - The Fight of the Century:

Slate-gray clouds boiled and rumbled like the chaotic innards of a seven-hundred ton steam train. Flat shadows flooded the school’s mulch-covered playground with shades of gray and drenched its denizens in fear. Students and teachers alike kept their unblinking eyes locked onto the oppressive sky. The heavens would soon let loose a cataclysmic downpour to shame the great flood of Noah’s age.

The people were just waiting for the storm to begin.

“Why, Maria, my friend,” Geoffrey called out to me from a nearby bench in a dun corner of the playground, “I do believe that it will be raining soon.” He smiled, and his yellowed, unaligned teeth glinted in the dimness. “I would have offered you my jumper, my dear, if I were under any impression that our little scuffle would last for any significant length of ti-- ”

“Oh, shut up, Geoff,” I shot back. The Brit grinned smugly and lounged on his bench as I huddled back down on mine.

The dark corner with the benches was awash in a different emotion than the rest of the lot. Hushed excitement emanated from a tightly packed semi-circle of jacketed students who surrounded the area, their anticipation manifesting in sharp whispers and mutters. Some of them reluctantly faced outwards to make the conglomeration look slightly less suspicious. A few part-time entrepreneurs ran around haggling with their boxes of fundraiser candy. Journalists armed with note pads mingled with the crowd for the latest, unbiased scoop. Every second, at least ten shady bets were made by unlucky gamblers. It was a sporting event in every aspect but the corporate sponsorships.

I scanned around to find Kaitlyn, but the crowd was quite devoid of pink. Instead, I found Peter Grabowski hunched, muttering over his notecards on the ground and Geoffrey Winshire slouching arrogantly in his seat.

The Brit was looking around the crowd of fans, soaking in the cheers of praise and stares of adoration. Every hand wave, every wink, everything he did resulted in an explosion of applause. He also took the time to glance at the regular victims of his bullying, grinning at them with a seemingly immortal sense of victory. As far as he was concerned, the series of successes would never end.

I growled and tapped my leg impatiently. I could not wait to bring that false god back down to earth.

Just then, a deep rumble originating from the riverside train tracks suddenly shook the air and caused the playground’s inhabitants to instinctively cover their heads.

Wiping off the worried sweat that had just appeared on his forehead, Peter gathered up his cards and almost successfully stuffed them in his unfortunately small pocket. With a clear, practiced voice, he announced, “Friends, fans, champions! Are you ready to rock, paper-- ” The Colonel

29

story | Adam Gretsinger illustration | Luke Myers

The crowd immediately answered him with “Scissors!” They then began to aimlessly wander around as the shout drew the attention of the rest of the quiet playground. Half a minute later, their eyes were glued back on the center of the circle.

“Today,” he announced with a slightly more subdued voice, “two gladiators of the handled blades will engage in a contest of skill, the likes of which you’ve never seen before. Today, you all will witness an unbelievable clash of Olympic proportions!”

He dramatically gestured toward Geoffrey. “On one side of the struggle,” he orated, “weighing a sturdy 205 pounds, we have the Beating Brit, the Laughing Lord, the Bloody Blue-Blood himself, Geoffrey Winshire!” Geoffrey stood up and basked in the crowd’s manic adoration.

The geek then turned to me. “And on the other side, we have the 120-pound Master of Disaster, the Queen of Saint C’s, the two-years-running reigning champion, Maria Nievez!” I graciously stood up to accept the applause and tried my best to ignore how many fewer claps per second my presence had caused. I knew that it was just a phase the audience was going through, a fad at my expense.

As the cheers of the crowd calmed to the magnitude of a distant roar, Peter waved his clammy hands to call us combatants over. “Now,” he began with authority, “I want a clean fight between you two.” We nodded severely and glared into each other’s eyes. Grabowski pulled out a crumpled piece of paper (adorned with enough words to sate the hunger of a wild English teacher) and began to read. “Remember, no talking about this to outsiders or grown-ups, no face hits, no attempted face hits, no swearing, no scar-shaming, no cheap-shots …”

As Peter mindlessly continued on with his litany of rules, Geoff allowed a devilish smirk to creep across his face. “I do hope that the outcome of this match will not hinder or disrupt our blossoming friendship,” he oh-so-sincerely drawled. “It would be a right shame if our relationship were spoiled by something as doltish as this.”

I smiled sweetly at him. “And screw you, too, Limey.”

“... no use of banned items, no use of ‘tag-outs’ and no fatal hits.” Peter finally took a moment to breathe and added, “Oh, yeah, and this match is under ‘First Blood’ rules, by the way, so-- ”

“What?!” I yelled in protest. “First Blood” was a game type in which the first person to bleed from a scissor cut lost the match. Despite its kickass name, the mode was not held in high regard by the more March 2015

30

Serial Novel

mature members of the club. Really, it was made for the fifth-graders who couldn’t stand the sight of blood for more than a second. “You calling me a kid, Geoff?”

The Brit’s eyes glinted with mischief. “Not at all, Ms. Nievez, not at all. I merely anticipated that you would prefer a more challenging contest, something worthy of your skills.”

My narrowed eyes could have shot venom into his dumb face. “I mean,” Peter suddenly intruded into our conversation, pulling nervously on his collar, “if you two want to come to a comprom-- ”

“No, thanks, Peter,” I growled, tasting hints of the enamel that was being ground from my clenched teeth. “I think we’re good here.” I knew exactly what he was trying to do. He was trying to get under my skin and mess with my head so that I would make mistakes during the match.

It was his winning strategy for every match.

Unfortunately for him, I don’t screw up when I get mad. I win. “Just start the match already, Peter,” I commanded to the nerd.

He nervously smiled and spun with gusto back toward the crowd. “N-now, friends, the moment you’ve all been waiting for!” The crowd shook the earth as its members jostled for a good view. “Three!”

I swore that I could hear Kaitlyn calling my name for a second as the crowd pulsed, but hope of that was quickly blown away when the obstructive call of “Two!” rang out.

“Are you prepared to taste the bitter flavour of defeat, my dear?” Geoff taunted, casually drawing out his sixty-dollar designer shears, terrible and beautiful in the winter gloom. “One!” echoed through the tense air like the shockwaves of an earthquake.

I smirked back at him. “Funny,” I responded as my trusty (rusty) blades emerged purposefully from my hoodie’s central pocket. “I thought that victory was supposed to be on the menu today.” My brain promptly asked me to die on the spot before I said anything more imbecilic. But before I could expire, the call of “Fight!” exploded behind me and the match commenced.

We slowly began to circle each other, watching each other with stares that could shame hawks. Neither of us spoke, but our silent conversation visibly shook the air with tension. “So, who’s going to go first, huh?” I thought to myself as our orbit speed increased. “He’s just waiting for me to go first, thinking that I won’t be able to take the anticipation.” As if in response, my rival grinned maliciously. “Damn,” I internally responded, “he knows me too well.”

I leaped forward and took a swipe at his blades, instantly backing off as metal struck metal. His blades quickly followed up, ripping through the air where my body had stood a second before. I dashed around him, attempting to land a few simple hits on his body along the way, but only colliding with defensive shears instead. He eventually parried one of my strikes and sent me stumMarch 2015

bling back with a weighty jab.

After checking myself for injury (he didn’t even cut cloth, the wimp), I came back to reality to see him approaching me like a knight rushing into battle. I rolled away sideways and jumped to my feet. Mulch shot up as Geoffrey braked his run and turned toward me. Our eyes narrowed, our arms rose and our weapons crashed into each other.

If our fight had been in a video game, sparks would have been flying between our blades as we fought for dominance. Unfortunately, my lower body mass put me at a distinct disadvantage in a contest of endurance, so as I struggled to keep our blades locked, Geoffrey was able to multitask. “So, Maria,” he grunted, “ how is school treating you? Fine, I suppose?”

“Shut it,” I growled through gritted teeth.

“I’m merely curious, Maria,” he continued. “Don’t be so standoffish with me, please. I do wonder, though,” he said as he pressed down harder on my shears, almost buckling my arms in the process, “about your experience in this fine institution. It appears as though you don’t, in actuality, enjoy it here. It makes sense, really. Your grades fall year by year, your attendance in extracurricular activities is abysmal and, aside from that fuschia freak, you have no friends.”

He pushed even harder, almost sending me down into a crouch. “In fact,” he continued with an evil grin, “the only thing you do seem to like about this place is the fighting scene, a scene in which you are the adored idol.” My arms began to lose feeling against the pressure. “You get all the attention and fame you could ever want with none of the social or intellectual effort.”

My arms began to slip as he quietly spoke. “You would practically have nothing without these fights, Maria.

Nothing at all. But that’s only if you win, correct?” His grin, impossibly, seemed to grow even more. “Now, wouldn’t it be a shame if that winning streak were to end-- ”

I had heard enough of his taunts. They sank deep into me, exactly as he intended, but I did not let the panic take control. Instead, I felt the rage of focused adrenaline burn with every word.

I suddenly sank to the side and out of his hold, watching as the weight of his body crashed into the ground.

He removed himself from the bed of mulch and staggered away as I came at him with a barrage of swipes, each one sending him further and further back into the improvised ring. He eventually found an opening and pushed me away with a messy flail.

The crowd buzzed as we stared at each other again.

The signs of battle were apparent on both of our bodies, each of us showing unbloodied scrapes, damaged uniforms and scuffed-up hair. The only thing that mattered, though, was the distinct lack of a cocky smirk on Geoffrey’s face.

Now the real fight could begin.

The Colonel

Love at First Sight Poll

Student Life

31

Do you believe in love at first sight? story | Samantha Ellis

T

he Colonel distributed a poll about love to one English class in each grade. A total of 93 students took the survey.

After collecting the surveys, representative statistics were made. The surveys consisted of the following questions: Do you believe in love at first sight?

Do you believe in lust at first sight?

Do you think women fall in love more [than men]?

What grade are you?

The overall information shows that it is more common to believe in lust at first sight than it is to believe in love at first sight. With one person unwilling to answer, half of the students think that women fall in love more and the other half believe that men do.

Do you believe in lust at first sight?

Do you believe in love at first sight?

Do women love more than men?

The Colonel

March 2015