The Viking / Issue IV / January 2015

the

viking Loudoun Valley High School / Purcellville, VA / Issue IV / January 2015

The Age of the Introvert As the millenial generation begins to enter the thinking force, a new understanding of the value of creativity embraces the power of introverts.

Sami Morency and Teddy Froelich compete for Academic Team. The team captured attention with witty posters and creative team shirts. photo / Elizabeth Sikora Cover photo / Taylor Thackaberry

THE

VIKING Newsmagazine Staff 2014-2015

Editors-in-Chief Brianna Jennings Henry Webster

Senior Managing Editor Emma Rodriguez

Managing Editor Leila Francis

Multimedia Editor Advertising Sacha Gragg Manager Jennifer Colantonio

Design Editor Elizabeth Sikora

Online Editors Claire Deaver McKenna Holtz

Writers, Photographers, Business and Promotional Staff Emily Baer, Carina Bucci, Christopher Cerne, Cassandra Good, Alexandra Krens, Benjamin Manning, Gonzo Ocampo, Dalton Smolens, Helen Sternberg, Tyler Valentine, Sean Webster, Rachel Weinstein

Adviser Paige Cox

Letter

from the

Editors Dear Vikings, The Viking is a completely student-run and student-funded newsmagazine, meaning that our staff is responsible for everything you see printed, unless otherwise credited. Our adviser, Ms. Cox,

thevikingnews.com | Twitter: @lvhsviking | Instagram: lvhsviking guides us through the process, but everything is produced and created by our student staff.

Our goal is to serve the community around us, knowing what you all are interested in reading will help us reach this goal and facilitate the reciprocal relationship between publication and people. If there is something you want us to cover, don’t be hesitant to ask us.

The Viking newstaff works hard to cover a large range of the

student body and we appreciate your readership.

In every issue we try to cover school specific topics as well as national issues that impact students’ everyday lives.

We do not tamper with interviews; the words you give us during an interview are what you will see printed unless you tell us otherwise. Our interviews are backed up via audio files, and we promise to never intentionally place your quotes out of context.

Check out our online newspaper, twitter and Instagram for current news coverage with articles, photos and videos.

If you want an advertisment please contact our advertising manager Jennifer Colantonio at jnnfrcolantonio@gmail.com. We hope you enjoy this issue of The Viking.

Thanks, Brianna Jennings Henry Webster Editors-in-Chief

CONTENTS January 2015

4

Behind the Mask

6

Senior Projects

8

The Age of the Introvert

Junior Blake Messegee shares his unique hobby: mask-making.

A glance at an original Loudoun Valley tradition.

As the millenial generation begins to enter the thinking force, a new understanding of the value of creativity embraces the power of introverts.

10 Winter Sports

A look back at this season’s greatest trials and tribulations.

12

Campus Revolution

Once campus sexual assault started making national headlines, colleges began reconsidering their actions surrounding the crime.

14 Editorial: Notification

Colleges should not reject students or revoke scholarships based on students’ social media behavior.

15

Rose to the Top

Sophomore Maggie Rose travels around the world to compete with the U.S. Model UN team.

Jason Yoxtheimer prepares to take a shot in a game against Loudoun County. The team lost the game 57-47. (photo / Elizabeth Sikora)

Behind the

Mask

V

ibrant colors, frightening faces and intricate details in masks have mesmerized civilizations for over 40,000 years.

Masks have been used for ritual purposes, protection, disguise and entertainment. Mask making has been a part of cultures all around the world because of this. In our own halls, there is a student who crafts intricate masks. He can be seen wearing a spirited mask to the football games or a terrifying mask for Halloween. Most know they are masks, but few know the reason why a student here makes them. Few know who the man behind the masks is, junior Blake Messegee.

Q&A

By McKenna Holtz

What is your favorite mask you’ve ever made?

Where do you get the ideas on decorating your masks?

Usually my favorites depend on what other people judge them as or how many people like the mask that I make. Personally, my favorite would be the ones that took the most time making, like one time I made a Frank the Rabbit mask and a Majora’s mask.

Either it can be from a movie series or a television show or anything I can find that is interesting to others or myself. Sometimes I have stories to go with my masks, but most of the time they’re random. Sometimes I have costumes to go with them.

On average how long does it take to make the masks?

What made you decide to start making masks?

On average, I’d say it takes around two days, because the newspaper takes about one day to dry and it takes about a day to paint them and for the paint to dry. I usually keep track of how many I’ve made by tallying them down, and right now my tallies are at about 298 (as of Dec. 9, 2014).

Some people go for decoration and others go for use. Mine can be worn, but they are decoration too. I hang them on a wall in my room.

It was back in freshman year when I lived in South Dakota. I had never heard of anyone making masks as a hobby, so I thought it would be something unique to do. My mother and I found a recipe off of Google and we just used that recipe over and over again to make other masks. I used to do it with her, but now I do it on my own.

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What is the process of how you make your masks?

First, I find a mold to make it off of, either it be a normal party mask or a face made off of plaster or plaster of Paris. Then I have to cover it up with aluminum or clear plastic; that way, it doesn’t mess up the face I have under it. Then I apply two to three layers of newspaper on the mask and put on a glue I created. Afterwards, I start painting and then I cut out the holes in the masks and put on the elastic straps and apply a clear sealing paint. Then I write my name on it and the year it was made and hang it on the wall. photos / Elizabeth Sikora layout / McKenna Holtz and Elizabeth Sikora

Top / Messegee uses newspaper, plaster and vibrant paints to create his masks. The Majora’s mask and his 300th mask both have intricate designs.

Bottom left / The Majora’s mask is based on the Legend of Zelda video game. This mask is one of Messegee’s favorites because of its vibrant colors.

Middle left / Side by side lie one of Messegee’s favorite scary masks and his 300th mask. His 300th mask was a remake of the first mask he had ever created.

Right / Messegee proudly holds his newest mask. This mask took him three to four days to craft and took him the longest time of any previous mask.

JANUARY 2015

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SENIOR PROJECTS PREVIOUS PROJECTS

RUMORS Despite rumors of senior projects being discontinued after this year, Director of Counseling, Leeanne Johnson, said,

“I don’t believe the project is at risk at all. There have consistently been worthwhile benefits for students so as long as seniors take it seriously, I don’t foresee a problem.”

PARTICIPATION

63%

of seniors participated in a senior project last year.

PREVIOUS PROJECTS

Rachael Barker interned at Disney World for her senior project last year.

Atticus Keane (Class of 2014) built a canoe for his senior project. Senior projects are an opportunity to pursue academic interests, explore personal pursuits or serve the community or school.

SERVICE “I think that senior projects is a cool idea, but I do think it should be geared more towards things that will help the school or the community.”

-Kristen Thurston

2011

2014

From 2011 to 2014, participation in senior project increased from 30 students to 160. layout / Emma Rodriguez, Elizabeth Sikora photos / courtesy of Rachael Barker and Atticus Keane

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The Age of the

Introvert As the millenial generation begins to enter the thinking force, a new understanding of the value of creativity embraces the power of introver ts.

By Helen Sternberg

I

to succeed by applying the n a world designed for powers of both groups. Without extroverts, introverts introverts, some of the world’s struggle to maintain their greatest inventions would have personalities. Schools never existed. But extroverts emphasize group work, group assume the role of voicing of projects and group discussions. these ideas. Together, these Work organizations promote people can create an ideal office collaborations. Colleges society. want kids to be outgoing, social

and prepared to become loud and boisterous leaders.

“Immediately, teachers However, about half of the world’s population demand group consultation does not fit into this instead of letting you think category. They are the quiet thinkers who solve about [an idea] and let you the world’s toughest develop your thoughts and problems and lead to liferesearch it,” altering discoveries.

-Clare Mathewes Despite many misconceptions, an Unfortunately, this is not introvert is not someone who the case. is shy. And an extrovert is not “The world is necessarily someone who is loud accommodated for extroverts in every situation. Introverts and their success,” junior Clare feel most comfortable in quiet Mathewes said. environments with minimal In her book Quiet, Susan distractions, while extroverts Cain, an established lawyer crave to be in social situations.

While this is not absolute, this is and author, explains how society puts pressures on generally where certain types of people to become extroverts. people prefer to be.

Organizations emphasize their There is not a right or need for extroverts, tending wrong personality type; in fact, to push away those who are some people, called ambiverts, introverted. For this reason, are both. Civilization is meant 8 THEVIKINGNEWS.COM JANUARY 2015

people often attempt to force themselves to become extroverted. These people go out on weekends, even though they’d rather stay home; they express their opinions, even if they don’t want to. Introverts are suppressing their core nature, and this has given rise to concerns in the education system.

This social repression starts in elementary school. Kids are arranged in small groups within each classroom. While this style may work for the extroverts in the group, about half of students are introverts and would much rather be given an assignment to work on individually.

“Immediately, teachers demand group consultation instead of letting you think about [an idea] and let you develop your thoughts and research it,” Mathewes said. “It’s really difficult for me to get my voice in to the group, which means when you take it to the larger classroom, I don’t get heard.”

The kids who are brave enough to stand up for their introverted nature and work by themselves are often seen as behavioral problems by teachers

and are put under special watch to ensure they are mentally okay. Teachers see ideal students as extroverts, even though 75 percent of people with an IQ above 160 are introverted.

Albert Einstein, Steve Wozniak, J.K Rowling, Bill Gates and Hillary Clinton are all introverts. They would have all been looked at as outsiders in today’s society if they hadn’t put on an extroverted facade.

Society often disapproves of those who are reserved.

Another characteristic associated almost only to extroverts: leadership. There are many powerful and capable introverted leaders such as Mahatma Gandhi, Abraham Lincoln and Rosa Parks. Introverts are typically more open to others’ ideas as compared to extroverts, who often interject their own bias. Extroverts express their opinions, and appear to want to be a leader, while introverts appear to only be there because

Which are You? Answer each question as true or false

Questions

they have to be. Other introverts can be reluctant to speak their opinions, and can often connect better with an introverted leader rather than an extroverted one.

Half of an audience can be convinced more easily, simply by seeming disinclined to speak in front of others.

“If an introvert is a leader then they will take time to allow each person to say what they want to say, and recognize their thoughts individually, as opposed to immediately shutting something down,” Mathewes said.

However, due to society, introverts have to change their natural ways. Introverts don’t want others to know their personality, thus they mask it. People who would rather read a book arrange dinner with a huge group of friends.

People who want to relax at home on a Sunday afternoon force themselves to go public places. All this time and energy is devoted to something unwanted, and it is a waste of some of the most creative minds on the planet.

It’s not to say that extroverts are below introverts; in fact, they are equally important in

society. Those who are very extroverted need somebody introverted to ground them, and those who are quite introverted need someone to voice their opinions for them. It is through this intermingling of personalities that the world will find success. Accomplishments will be scarce by putting pressure on introverts to become extroverted. Society needs to allow each personality type to thrive in its own natural environment.

“I think it’s important that all the introverts know that they can be just as successful as an extrovert. Just because an extrovert pushes their way to be seen, doesn’t mean introverts aren’t seen,” Mathewes said.

“Introverts are really valuable people; they lay so much foundation for our society’s function and they have a lot of great ideas.” layout / Emma Rodriguez, Elizabeth Sikora and Helen Sternberg illustration / Taylor Thackaberry

1. I prefer one-on-one conversations to group activities.

2. I often prefer to express myself in writing.

3. I enjoy solitude.

4. I seem to care about wealth, fame, and status less than my peers.

5. People tell me that I’m a good listener.

6. I’m not a big risk-taker.

7. I enjoy work that allows me to “dive in” with few interruptions.

8. I like to celebrate birthdays on a small scale, with only one or two close friends or family members.

9. People describe me as “soft-spoken” or “mellow.”

10. I prefer not to show or discuss my work with others until it’s finished.

11. I tend to think before I speak.

12. I often let calls go through to voice-mail.

Results 0-5 true: You’re probably an extrovert: You love social life, and find energy by talking to everybody and anybody.

6 true: You’re probably an ambivert: You fall in the middle of the introvert-extrovert spectrum. In many ways, you have the best of both worlds, able to tap into either pole as needed.

7-12 true: You’re probably an introvert: You probably only want to talk to people you know well. You think before you speak, and enjoy being alone.

This 12 question quiz was adapted from Quiet by Susan Cain This 12 question quiz adapted from Quiet by Susan Cain JANUARY 2015

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Cold, Hard Competition

Students share their accomplishments and expectations as winter sports heat up. By Brianna Jennings FRESH TALENT

HUNGER GAMES Wrestling breaks the male sports norm of promoting weight gain. Wrestlers constantly stress over “making weight,” which entails an individual weighing at or slightly below their weight class. They go about losing weight in a variety of ways.

“I have heard of many people using a sauna or taking Epsom salt baths to lose water weight,” senior and wrestling captain Derek Raschid said.

“These methods are very unhealthy.

The best way, and the way I do it, is to work out and sweat a few pounds.”

Making weight is one of the most stressful aspects of the sport, requiring more time than just meets and practices. Junior Cade Kiely (pictured), who traveled to states last year, knows that there are many different commitments to wrestling.

“It involves working out multiple times a day in addition to practice, and occasionally missing out on some meals,” Raschid said.

This year, the gymnastics team looks to improve with the amount of talent and potential they had join them. “Our coach always says that we haven’t had this much talent on the team in years,” senior Katie Mendenhall (pictured) said. With all the new conference rules last year, the team fell short in the postseason; however, there are high hopes for a longer postseason this year. “This is the year that we can win the conference meet and go to regionals, and I see some of us going to states,” Mendenhall said.

MORE BALANCE, EQUAL SUCCESS In recent years, the boys’ basketball team has been a powerhouse of talent and success.

With the loss of influential players, the basketball team looks to rebuild a team less focused on a select few and valuing each player’s role, including the single freshman Jaylin William (pictured) adding to the team dynamic.

“Last year, we had one main player to carry the load for us. This year, we’re a lot more balanced on the scoring end and have embraced a lot more players,” senior Grant Frazier said.

”The best thing about basketball is there are so many ways to contribute, There’s always something you can do to change the game.” - Freshman Celine Fink

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“This season is definitely tougher than past years.

The best thing about swim is it is so unique like no other high school sports incorporate water.” - Senior Jessica Tondreau

“I didn’t watch the basketball teams until this year.

Winter cheer gave me the opportunity to experience something I wouldn’t have otherwise.”

- Sophomore Bennie Reynolds

// inside look Freshman Cole Haines participates in the butterfly race during their December 12 meet against cross-town rival Woodgrove.

With the ball in hand and the basket in mind, senior Kailey Liverman dribbles past a Broad Run defender in their December 10 home game.

Despite a crazed week of inclement winter weather, the wrestling team still held their home meet on January 13, where senior Arslan Aziz competed against his Loudoun County opponent. The team hosted Woodgrove and Dominion along with Loudoun County.

Junior Katie Conklin warms up for their meet at Woodgrove on December 16. The gymnastics team continued to improve, placing second as a team.

Blowing by the opposition, senior Michael Irving forces his way to the basket on December 22 in their home game against longtime rival, Loudoun County. photos / Sacha Gragg, Brianna Jennings and Elizabeth Sikora layout / Brianna Jennings

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Campus Revolu UVA, William and Mary, Penn State, Princeton, Harvard and UNC. This is not a list of the top 100 colleges in the U.S. These are some of the 86 schools under investigation for mishandling sexual assault cases on their campuses. Students are fighting back. By Henry Webster For four straight years in high school, students are pushed and encouraged to attend a competitive school. However, there is little focus on the dangers that exist on a college campus.

Hoping to provide their child with an excellent education, parents spend anywhere from $25,000-$60,000 a year for their child to attend college. If that child becomes a victim of sexual assault, the ensuing mental and emotional damage makes it almost impossible for the student to focus, study or learn and receive the education his or her parents intended.

Rather than assisting victims in managing their studies and resolving the conflict in a sensitive manner, many schools worsen the situation. Often, in cases of sexual assault, university officials will offer “mediation” between victim and perpetrator, in hopes of resolving a traumatic incident via a group discussion. This places victims in an intimidating circumstance with their offender and a disciplinary council. Furthermore, disciplinary councils who hear these cases are comprised of professors who grade and academically advise students, and recounting a traumatic experience of sexual assault to a teacher with whom they seek to maintain a professional relationship adds further humiliation.

“If I see the potential for sexual assault, I’ll be an active bystander. DO SOMETHING,” reads an ad on the side of a UMASS Amherst bus.

Eighty-six schools under investigation are suspected of poorly handling sexual assault complaints, therefore infringing upon a student’s equal right to education. Title IX is a part of the United States Education Amendments of 1972 protecting students from exclusion from the benefits of any program on the basis of gender.

Title IX does not merely apply to sports; it encompasses all of university life. Claiming Title IX in sexual assault cases means that administrations found guilty of not properly handling these cases are hindering women’s ability to learn.

While campus sexual assault has always been prevalent, it made national headlines last year, and in November, a Rolling Stone article brought the conversation to the hallways of Loudoun Valley.

The article, detailing an assault at UVA, brought to light multiple issues surrounding rape on college campuses. Though there were inconsistencies in the specific account, the article elicited a flood of response as alumni came forward in droves citing their own 12 THEVIKINGNEWS.COM JANUARY 2015

experiences of sexual assault on campus. These alumni reported similar experiences of negligence and dismissal on the part of the administration when filing their own sexual assault claims.

According to another student in the article, whose account was not disputed, “My counselors, members of the Dean of Students office, everyone said the trial process would be way too hard on me,” the UVA student and sexual assault victim said. “They were like, ‘You need to focus on your healing.’”

This student remained determined to seek justice. The administration told her that if she could prove that he assaulted multiple women, he would be expelled. She discovered that the man had sexually assaulted two other females at the university.

However, after finding the man guilty for assaulting three different women—only the fourteenth sexual assault conviction in UVA’s history—his punishment was a one year suspension. The assailant still attends the university.

UVA’s proximity to and relationship with Valley gives it increased relevance, but students at other prestigious universities have also been traumatized by sexual assault and the administration’s handling of the case. Many students nationwide deal with the emotional ramifications of having their assailant walk the campus of the college at which they are trying to receive an education.

In an article written by Jesselyn Radack, published in October 2014 on salon.com, she discusses her experience at Brown University when she tried to report her sexual assault case to the school more than 20 years ago. The dean of students at the time met with Radack’s assailants and ultimately told her that there was no use in further pursuing the case because the men had admitted to being involved in the incident. The dean of students then turned over punishment responsibility to the football coach. The players were to run extra laps at practice. No suspension. No expulsion. No jail time.

In 2014, Columbia student Emma Sulkowicz became an inspiration for sexual assault victims everywhere. On Sulkowicz’s first day of her sophomore year, she was sexually assaulted in her dorm room. Following the assault, Sulkowicz filed a claim with administrators who discouraged her from discussing the case with anyone not a part of the campus disciplinary process.

Sulkowicz’s assailant was ultimately found not guilty despite his crime and continues to reside on campus. Twenty-eight Columbia University students, including Sulkowicz, filed Title IX complaints with the federal government, accusing the university of mishandling assault claims.

Despite encountering problems with Columbia’s

ution administration, Sulkowicz decided to make a statement. Sulkowicz has been carrying the exact twin mattress that she was assaulted on everywhere she goes on campus. Spurring a nationwide movement, Sulkowicz has been joined by other college students who are now carrying around mattresses on their college campuses.

Although it took a victim to carry a mattress on her back for her case to receive attention, Sulkowicz’s protest was one of the viral pieces that inspired change around an awful crime.

Among the valuable changes is the introduction of a concrete system of intervention. Prior to the awareness that sexual assault is now receiving, the focus was less proactive and more reactive.

Bystander intervention seemed ambiguous to most. However, campaigns started at colleges such as University of Massachusetts, Amherst, also under Title IX investigation, focus on how to delicately deter an aggressor before a possible assault occurs.

“If I see the potential for sexual assault, I’ll be an active bystander. DO SOMETHING,” reads an advertisement on the side of a UMASS Amherst bus.

Colleges are not the only educational institutions making efforts to educate about campus sexual assault.

Fairfax County Public Schools (FCPS) is planning to introduce a program in order to educate students about the dangers that exist on college campuses. Prior to the Board of Supervisors voting to develop ways to educate high school students, one high school already had plans in the works.

“The focus of the program will be navigating college and being safe on campus,” Robyn Lady, Chantilly High School’s Director of Student Service, said. “We will discuss living with a roommate, learning resources on campus, mental health support services, the ‘party scene’, and simply how important it is to make good decisions in regard to your selection of friends, using time wisely and staying safe.”

In an e-mail interview, Lady stated that Chantilly High School’s counseling department currently teaches lessons ranging from sexual harassment to dating abuse; educating students on college campus safety comes as no surprise. LCPS has begun to make efforts in order to introduce the conversation to high school seniors and could see the addition of programs like ones in Fairfax soon.

“It’s important for the seniors to talk about crime on campus and the safety precautions that they can take,” Leeanne Johnson, Director of Counseling at Loudoun Valley, said. photo / Elizabeth Sikora

y r e e ev n o ed in e m lt es o S sau ut ed t, s t n s e a mi ni nc l I 2 e U es ape, iona th at N (R Nat St IN se ) is

A bu k -R d A or an tw Ne

TIMELINE

Sexual assault legislation 1972 - Title IX of the education amendments is passed 1994 – The Violence Against Women Act is signed into law, dedicating federal budget to investigating and preventing crimes against women such as sexual assault 2013 – The Violence Against Women Act is reauthorized, which imposes new obligations on colleges in regards to campus sexual assault 2014 – The Obama administration releases a list of 55 colleges that do not comply with Title IX JANUARY 2015

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EDITORIAL

Notification Colleges should not reject students or revoke scholarships based on students’ online behavior.

Social media has evolved into a core aspect of teenagers’ social lives, and many teenagers now rely on it for communication with friends and family. But students may soon be forced to choose between their social life and their chances at getting into their college of choice.

In a competitive atmosphere, many students are facing college rejections based on their online behavior. Thirty-one percent of college admissions officers report going to social media pages to learn more about applicants, and 30 percent of them admit that what they found negatively impacted the applicants’ chances. One Marymount applicant lost a $140,000 basketball scholarship because of tweets from his freshman year.

But if congressmen and senators struggle to maintain their composure online, how can students be expected to?

Students should be judged on their applications, the essays and GPAs they know will affect their success. Many colleges do not warn students that they will check their social media, and some colleges have no policies regarding it, meaning that representatives arbitrarily decide whether they will check social media or not; applicants applying to the same college may have different experiences during the application process.

“Never let a 140 character tweet cost you a $140,000 scholarship.”

-Brandon Chambers, assistant men’s basketball coach at Marymount University The expectation that students should monitor all areas of their life, and that their failure to do so will affect their chances of getting into college, is unjust. Should someone’s tweet at age 16 decide whether they will be successful at age 40? Of course not.

But many students are put under enormous pressure to be absolutely perfect for fear that one slip-up will create a domino effect.

The frontal lobe of the brain, which manages decision making, is not fully formed until the early twenties, which means that high school students are not making decisions the same way they will a few years later. On top of that, the internet is relatively new, and the concept of social media is younger than many teenagers. The rules haven’t been written yet, but students are being held accountable for following them.

It’s not just students who post photos of drunken parties; students who post opinions may be penalized for thoughts that differ from their representatives. Social media is a forum for opinions, and students shouldn’t have to water down their thoughts because they fear repercussions from colleges. Colleges, likewise, don’t benefit from permitting their representatives to arbitrarily decide based on social media whether a student is suitable for their school. One representative may not have the same perspective as another, and this practice reduces diversity in the school.

Nobody wins in this situation: not the colleges, and certainly not the students. layout / Emma Rodriguez

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The frontal lobe of the brain, which controls decision making, does not develop until the early twenties.

1/10

students are negatively affected by social media during the college application process

?

Mistaken identity?

Colleges may penalize students for social media accounts held by someone else with the same name.

Rose to the top

Sophomore Morgan Rose travels around the world with the U.S. Model United Nations team to discuss global issues among other future leaders.

By Claire Deaver At only 16 years of age, sophomore Morgan Rose already has numerous impressive accomplishments under her belt. It started freshman year when she attended her first Model United Nations (MUN) meeting.

“My older sister was the president of the team last year,” Rose said. “I didn’t know which clubs to join, so she told me to come try it, and I instantaneously got hooked on it.”

The basic idea behind MUN is to replicate the UN and the organizations it represents by role-playing a country and its policies.

After researching the given topic for their committee, students travel to the conference, where students work with other countries in the room to solve an issue. Throughout the conversation, a DIAS, or judge, watches the public speaking, debate, diplomacy and knowledge of each participant. At the end of the conference, the judges issue awards such as the gavel, the best delegate.

This past summer, Rose was accepted into a summer intensive for MUN at Georgetown University. This program then encouraged her to apply to the United States MUN team, a group of students that travel around the world to participate in conferences.

“I applied thinking it was a long shot because I had only been doing MUN for a year,” Rose said. “With the delegates I had met over the last year, I didn’t think I was quite ready.”

But to her surprise, Rose received an acceptance letter during the month of September, stating that out of the 302 applicants, she was one of the 14 students picked. Their first conference was in Budapest, Hungary from November 24 - December 2. The months leading up to it consisted of great preparation for Rose and the rest of the team.

“Over the weeks, the team solely worked together through Facebook, Skype and email with our director Frank,” Rose said.

“We did lots of research. He created videos for us to watch and study, edited our papers, had question and answers over Skype and also quizzes on our topics.”

When the trip arrived, Rose finally flew to Budapest after missing her original flight thanks to a Ferguson protest blocking the airport in New York City, creating a stressful start. In Budapest the team had their first training session at midnight, reviewing anything and everything. Every day there contained two-eight hour committee sessions.

On the last day Rose’s DIAS chose her to make the closing speech for her committee, which Rose said was a fulfilling way to end her group discussion “I quickly realized that through the whole conference I had made so many friends from so many countries, that even if I didn’t come out of it with an award, the friends were the biggest reward,” Rose said.

After Rose’s speech, the closing ceremony began.

“As committees were called, all of my teammates were winning the gavel for their committee and then mine came and I won my committee,” Rose said. “I cried, which was sufficiently embarrassing, but easily a highlight moment in my life.”

The US team walked away with the best delegation award by winning all but three gavels. Later in the year there are conferences in Korea, Beijing and India that Rose has been accepted to go to, but needs to verify with her schedule first.

Despite the rigor of the competition, Rose was able to create lasting relationships with her teammates. “Throughout the week of competition, it was very high stress, but the whole team was in the same position,” Rose said. “Everyone became super close and they are all easily the greatest people I have ever met.”

Top / At Georgetown University, Rose learns skills on how to succeed in MUN conferences. The one week intensive consisted of lectures, research labs and practice conferences.

Middle / Meeting for the first time in Budapest, Hungrary, Rose poses with the National MUN team she was selected to represent. Her application was one of the 14 accepted from the 302 that applied.

Bottom / Rose proposes solutions to a drone crisis to her fellow committee members. She represented Sudan, so along with offering solutions, she expressed the foreign policy of Sudan drone policy.

photos / courtesy of Morgan Rose layout / Claire Deaver and McKenna Holtz JANUARY 2015

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