MARCH 2019 / ISSUE 4
The world is full of misconceptions. From fears about vaccines to ideas about the people in our community, sometimes people just avoid reality and believe what
FEELS TRUE
WAHS DRAMA
How the spring musical is made
BOYS IN CHEER
Profile on one student’s experience cheerleading
2020 ELECTION
What you need to know about how our generation affects next year’s presidential election
CONTENTS CHEERLEADERS Story on page 20
News
Sports
4
20
HUNTER BURRIS
23
MR. LOREN
ELECTION
The 2020 election is underway, and this generation will affect it in a big way
6
MENTAL HEALTH
Albany doesn’t have enough mental health workers
8
HEALTH OCCUPATIONS
SPECIAL
PROFILES
How misconceptions show up locally and nationwide
What people think wrongly about students on campus
17 S C I E N T I F I C
18 T E A C H E R S
How misconceptions start and how we can stop them
Teachers share their opinions on misconceptions
MISCONCEPTIONS
MISCONCEPTIONS
“I think that people percieve information they recieve from news sources and peers and use their own personal bias to spin how they recieve that infromation and then pass it on to others.” JENNIFER BORNHEIMER page
17
CONTACT US
C o r r e c t i o n s a n d Let t ers t o t h e Editor s
P l ease sen d correc ti ons or c omm e n t s o n t h is issue to : wa hswhi rl wi nd @ g ma i l . com
2 THE WHIRLWIND / MARCH 2019
24 W H A T M A K E S A GOOD COACH It’s important to build trust and have a passion to see student improvement
9
25
PEACE COLLECTIVE
MARCH MADNESS
Opinion
Entertainment
10
27
What our new superintendent needs to keep in mind
28
STAFF ED: NEW SUPERINTENDENT
16 M I S C O N C E P T I O N S 18 S T U D E N T
Linden Loren is much more than a fitness guru at WAHS
Inside one of the most careerfocused classes at WAHS
A new club hopes to make an impact in our community
SPECIAL
A profile on a cheerleader Platinum Athletics
12
NEW COURSES
13
GENERATIONS
Let’s focus on perfecting the courses we already have
Every generation looks down on the next one. This isn’t fair
14 V A C C I N A T E YOUR CHILDEREN It’s irresponsible to not vaccinate your childeren
A look into one of college sports’ biggest tournaments
MUSICAL
What goes into the production of WAHS musicals
WOMEN OF WOODS
The stigma behind girls participating in woods class
30 P A R E N T S TEXTING
All about one of our school’s lesser known clubs
32
MARVEL MAN STAN LEE
The emotional response to the death of Stan Lee
The Whirlwind would like to thank to following 2018-2019 sponsors BULLDOG LEVEL M&M Baldwin General Contracting Danielle Budlong Dick Olsen
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Anonymous Charlotte and Frank Cline Eclectic Zebra Elton & Kara Strametz Heidi Litchfield
Marie Lambert
BLUE LEVEL
Al Serverson Amber Ferguson Christopher Bright Jane Marshall Maestro Beiser Karen Schweizer
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KEEP ME POSTED
Despite the recent cold weather and still death of pop culture icon Stan Lee and how his widespread flu, spring is essentially here. Winter legacy will be carried on without him. sports have come to a close, and spring sports, In News we touch on a couple of West’s lesser including track, baseball, and softball, and ten- known clubs/classes. From a new coalition of nis are starting up. In our sports section, we talk clubs coming together for the purpose of social about the qualities of a great coach, and the justice, to a long running class at WAHS that great amount of teamwork needed helps students find healthcare careers. LETTER FROM for a simple cheer squad. Misconceptions are everywhere in The spring musical is a big event T H E E D I T O R S today’s world and are becoming easihere at West, and a lot of our students er and easier to spread. This issue’s s put a lot of hard work into it. Read about just ex- special report explores a wide variety of modern actly how much they put into this performance misconception, ranging from vaccines to aborin Entertainment, along with the stories of tion. young women taking traditionally male majority We hope you enjoy your spring break as we classes. Also in Entertainment, we touch on the get into the final stretch of the school year.
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Stories from other issues and exclusive online content avaliable at W A H S W H I R L W I N D . C O M
EDITORS-IN-CHIEF Megan Carroll Braxton Reece MANAGING EDITORS Hayley-Mae Harlan Patrick Spence COPY EDITORS Emily Haarstad Mattea Hellman BUSINESS MANAGER Preet Dhaliwal ART DIRECTOR Maggie Bedrin SOCIAL MEDIA EDITOR Alizah Bueno PHOTO/MULTIMEDIA Jakob Jones Karissa Lamonte NEWS Malachi Murphy OPINION Jonathan Perkins Kailee Young SPORTS Gabrielle Budlong ARTS & ENTERTAINMENT Kaden Strametz Jenna Thomas SPECIAL Sydney Morgan Jaden Rodriguez STAFF Gage Crabtree Asherah Davidow Aisling Malone Lajla Raske Dezmond Remington Cheyenne Such Corbin Ulibarri Emmalynn Weible Ember Walter Abigail Winter ADVISER Michelle Balmeo
THE WHIRLWIND is a dedicated student forum. Content and editorial decisions are made by student staff members exercising their rights as protected by the First Amendment and the Oregon Student Free Expression Law (Ore. Rev. Stat. sec. 336.477 (2007)). Opinions are those of The Whirlwind staff and not West Albany High School or the Greater Albany Public School District.
MARCH 2019 / THE WHIRLWIND 3
VISION by Asherah Davidow and Patrick Spence
20 2 0
THE 2020 ELECTION IS already gearing up, and its outcome is poised to affect the makeup of the Supreme Court, legislative priorities, and the American and world economies for decades. Today’s high schoolers in particular can expect to be impacted by it, as its outcome will affect tax rates, welfare eligibility, and job prospects as they enter the workforce as adults. Current and recently graduated high schoolers born on or before Nov. 3, 2002 will be able to cast a vote, meaning one in 10 eligible voters will be members of Generation Z, and every older generation will make up a smaller share of the electorate than they did in 2016. Oregon in particular has a unique system of voter registration which automatically registers everyone to vote who has a driver’s license, allows voting by mail, and allows people as young as 16 to register to vote and join a political party. Granted, the candidates who will be voted on in the 2020 general election have not yet been determined. Given Oregon only allows people registered to a political REGISTER TO VOTE To register to vote in Oregon,
you must be an American citizen, be a resident of Oregon, and be least 16 years old. However, you must be 18 or older to actually vote. To register to vote online you will need an Oregon driver's license, permit or ID card number issued by the Oregon Driver and Motor Vehicle Services Division (DMV). If you do not have an Oregon driver's license, permit or ID card, you can still use the online voter registration application. The information you enter will display on a voter registration card that you will need to print, sign and deliver to the county courthouse. You can also register in person at the courthouse. A new registrant must submit their online registration by midnight three weeks before an election to vote in it. 4 THE WHIRLWIND / MARCH 2019
As the campaign for the presidency begins, a new generation looks to make its mark on America
party to vote in that party’s primary, voters wishing to vote in either the Democratic or Republican primary must register to the appropriate party three weeks before the primary election on May 19 next year. The primary campaigns are just now underway, and things are getting contentious. Precedent would suggest President Trump will be renominated by the Republican party, and he currently has no serious Republican challengers, but the Democratic field is wide open. Polling for the Democratic race consistently indicates four candidates leading the pack: Vice President Joe Biden, Vermont Senator Bernie Sanders, California Senator Kamala Harris, and Texas Representative Beto O’Rourke. Of these, all but Vice President Biden have declared they are running. Other declared Democrats include Minnesota Senator Amy Klobuchar, New York Senator Kirsten Gillibrand, New Jersey Senator Cory Booker, Massachusetts Senator Elizabeth Warren, former Colorado Governor John Hickenlooper, and Washington Governor Jay Inslee.
The election is already in several students’ minds. Senior Kenny Wilson is shocked by Donald Trump, considering him to be a “disgustingly unqualified demagogue” like who never should have made it anywhere near the presidency.” He plans to vote for whomever the Democratic nominee is, declaring that “at this point, there are no Democrats worse than Trump.” Nonetheless, he is fully vested in the primary election and looks forward to casting a vote in it. Citing concern about money in politics and his support for a single payer healthcare system, Wilson likes Vermont Senator Bernie Sanders, but thinks his ideas are too popular and have become the norm amongst the other candidates, and he will “suffer from his own success in 2016.” Wilson calls Hawaii Representative Tulsi Gabbard a “perfect progressive, if not for her record on Syria and gay rights,” and considers California Senator Kamala Harris “impressive.” He is most concerned about Democratic candidates whose voting records and campaign contributions do not line up with the progressive image they
PATH TO VICTORY
This map depicts the states needed to win the presi-
dential race, and which way each is likely to vote. Red represents voting for Republicans; blue, for Democrats. A darker shading indicates an outcome is more likely.
270 to WIN
’ y a e e r , o
e e s e , s
t ” a d o y
project, mentioning Texas Representative Beto O’Rourke as an example of this. Meanwhile, Junior Madeline Getz similarly dislikes the president. She disagrees with his border policy, although agrees with the intent to tighten security. She further dislikes his tax cuts, because they “favor the wealthy, increase our nation’s debts, and undermine the strength of our social programs.” She elaborates that “as a national ambassador [she] finds him unprofessional.” In the Democratic primaries, she supports Texas Representative Beto O’Rourke, because his “more Republican economic policy emphasizes his ability as a compromiser, he has firsthand knowledge of the border, and he would be willing to cooperate with legislators to be an effective leader.” She also notes how he is less polarizing and thus widely appealing and would be a polished speaker with international appeal. While she will not be 18 during the Democratic primary, she “will definitely vote” in the general election. She is most concerned about supporting school systems, increasing healthcare programs, destigmatizing mental health issues, strengthening women’s reproductive rights, ensuring diverse ethnic and LGBT representation, addressing climate change, increasing civic interest among young adults, and increasing funding for the FDA and autonomous research. Across the aisle, Senior Sam Rossback
says he “likes Donald Trump as president,” and appreciates many of his economic policies in particular, but does not like him as a person because “we need someone who will unite us, and he is driving the left further left and the right further right.” Citing the health and security of the economy as the most important things influencing his vote, he does plan on voting for President Trump over the Democratic nominee.
“Generation Z will be interesting because our current political climate is so polarizing, so many have become devoted and engage or dismissed politics altogether as too controversial or convoluted. It will be interesting to see the lasting effects.” M A D E L I NJEU NGIEOT RZ Asked about Generation Z as a whole, Rossback claims his peers are “concerned about the growing extremism on both sides of the political aisle, and the health and safety of the American public as a whole.” He thinks Generation Z specifically is con-
NEWS cerned about mental health, and how society can help those who are suffering. Secondarily, he thinks “we are worried about gun control, and our generation is pretty split about this issue.” He does reference a general consensus in favor of gun control, noting the “huge amounts of participators in the walkout last year,” but anticipates a backlash to this in the future. Wilson thinks Generation Z is “affected most by the cost of college tuition and medical costs they may be footing for their older relatives.” He thinks the majority of new voters will head to the left, simply because of President Trump’s unpopularity. However, he is concerned many young people will “make last minute, uninformed decisions on candidates with the strongest social media presence or vote with their parents.” Getz thinks “Generation Z will be major advocates for change, more inclined to consider climate change and its effects, unafraid to confront pressing issues. They will be interesting because our current political climate is so polarizing, so many have become devoted and engage or dismissed politics altogether as too controversial or convoluted. It will be interesting to see the lasting effects.”
VOTING POWER BY GENERATION With each pass-
ing year, the voting power of Generation Z grows. In 2020, for the first time ever, Generation Z will have more eligible voters than the Silent Generation (those born before 1945), and the disparity will only grow with each passing year. Successful future candidates will have to find ways to win over this new generation of young voters in the future.
40% 35% 30% 25% 20% 15% 10% 5% 0% PEW RESEARCH CENTER
NEWS / THE WHIRLWIND 5
BREAKING GROUND
Celebrating the start of construction on the new school By Gage Crabtree, Karissa Lamonte, and Braxton Reece
WITH CONSTRUCTION FOR the new building now underway, some students may be wondering just what the groundbreaking ceremony is for, and why all these changes are happening. “It represents the rebuild of West Albany High School. It’s so exciting, you know? I feel really bad for the juniors and seniors and they’ve been fantastic about it. We’re planning things to make it up to them. We’re gonna do everything we can to make sure that the seniors and juniors both have an amazing rest of their high school year,” said principal Susie Orsborn. “The freshman and sophomores of course will benefit from a brand new building... for all future students in Albany to have a brand new high school, more importantly, our community to have a performing arts center.” The performing arts center will not just
be for West Albany students. Band director Stuart Welsh explained that the center will be accessible and used by all schools in our district. The WAHS jazz band and Rhythmix a capella group both performed at the ceremony. Mayor Sharon Konopa spoke at the ceremony and believes the rebuilt is beneficial to the youth and the economy. “When you put this kind of investment in Albany, it’s great,” she said. “With Timber Ridge and South Albany being rebuilt, this is a great investment, and actually, the investment put in is also for local jobs. It’s helping the economy, which is wonderful. We’re investing in our future youth. I’m so proud of Albany.” “West Albany has big bones, but it’s not modern enough for today, and on the inside you can tell there’s been a lot of additions over the years. It’s a big investment for our children’s education.”
Assistant superintendent Lisa Harlan, Board member Jennifer Ward, and interim superintendent Tim Mills oversee the groundbreaking ceremony on Thursday, March 14.
All Clubs start @ 7:14pm unless noted otherwise
For club dates, times, and locations: albanyyounglife.com Mon. Oct 29 6:14 - 8:14pm West & South
Mon. Nov 19 WAHS Club
SUMMER CAMP @All Star Staffing JULY 5-11
Bose Family Farm Meet @All Star Staffing
Mon. Dec 10 West & South Mon. Nov 5 Washington Family Mr.Ranch Christmas Tree West & South Antelope, OR @Neighborhood Church Pumpkin Bash @All Star Staffing Visit albanyyounglife.com for more information
6 THE WHIRLWIND / MARCH 2019
www.albanyyounglife.com
@abanyyounglife
34%
BY THE NUMBERS
Number of books
of 17-year-olds read less than once a week accordng to a study done in 2017 by Renaissance.
BY Lajla Raske
14 Books
13 Books
Number of books read in one year in the US in 2016 according to Statista
82%
12 Books
of sixth graders who failed an English class did not graduate from high school, according to a study by Renaissance.
11 Books
Ages 18-29
Ages 30-49
Ages 50-64
What’s Next
Ages 65+
Looking Back
AP Trip to Ashland
Senior Classes
ON MARCH 2 2 , AP Composition and AP Literature classes will travel to Ashland in Southern Oregon to attend the Oregon Shakespeare Festival. This trip has occurred since 2010 WIKIMEDIA COMMONS when the first group The Allen Elizabethan Theatre is one of 14 AP literature of many stages used for the Oregon students went. The Shakespeare Festival. following year, both AP Composition and AP Literature students started attending. AP teachers Jodi Howell and Jordan Ruppert chaperone the trip, and librarian Jean Gritter chaperones as well. “It’s a good bonding trip for the AP students,” Howell said. “For people that don’t think they like plays, they go for the bonding. When they see the play, they realize they are well done.” Ruppert says the trip is important because it is an unforgettable experience and an amazing chance to see professional performances. The trip is open to AP Composition and Literature students as well as drama students.
I N 1 9 7 0 , T H E S E N I O R C L A S S donated several cases of books to the library as its senior class gift, according to a 1971 Whirlwind article. Topics such as education, poverty, and African American history were covered in the donated books. Books were donated in memory of Jim Draper and Robert Haberly. According to a 1969 Democrat Herald article, Draper, also known as James Draper, was a student who died at age 17 due to a car accident. Haberly was an Algebra and US History teacher at WAHS who died in 1969 Senior, class of 1971, Sherry Arnett placdue to a heart es books in the school library. These books were donated with the Draper and Haberly attack. The trafunding. dition of senior classes giving a gift to the school is a long tradition, and gifts have included tables in the lobby and the mural outside of the gym.
BY Lajla Raske
BY Lajla Raske
NEWS / THE WHIRLWIND 7
Sicko Mode
Ever wonder what happens in health related occupations? Wonder no more. Here’s the scoop BY Preet Dhaliwal
THE WEST ALBANY H I G H School students of Kerri Lemerande’s Health Occupations class have begun their internships at health clinics, veterinary clinics, dentists and even EMT-ride-alongs within our local community. They also go to hospital rotations. During rotations, students shadow physicians and residents at teaching hospitals, have access to patients, and gain valuable hands-on experience in a huge array of departments so that they can get firsthand experience in the field to find out if they really want to go into a health occupation field or not. “This class teaches some skills used in the medical field, as well as some background information that is very useful,” Lemerande said. Second semester students job shadow in community sites. The students shadow during s c h o o l hours so they have S U S I E C O L Y A R enough time S E N I O R to learn the basic skills they need for those jobs. They also get to know local health care professionals and people within Albany so they get closer with our community.
Senior Susie Colyar says that ideally she’d like to get into health occupations. “[Shadowing] introduced [me] to a lot of careers I didn’t know were options,” Colyar said. “I was able to talk to actual med students and learn how to intubate and read and take x-rays and it’s all so exciting.” The healthcare field is a very difficult profession to get into, which causes many students to quit trying to get into it. Athletic trainer Amy Evilsizer says that one of the biggest deterrents for kids is “[the medical] schooling really turns kids away, if they aren’t people persons or if they don’t like blood or feet.” Evilsizer also states that getting into a job isn’t all about getting your degree and finding where you want to work.
I’m not sure what I’ll end up doing, honestly, but I’m sure I’ll figure it out eventually and Health Oc has definitely influenced my thought process.”
“Nowadays it’s not what you know, it’s who you know. People are more likely to hire you if they already know you,” Evil-
8 THE WHIRLWIND / MARCH 2019
PREET DHALIWAL
On Mar. 9, Senior Olivia Friedel gets ready in the lobby to depart to her Corvallis hospital rotation with her fellow Health Occupations students
sizer said. “You’re very lucky to get into the field you want.” Evilsizer states that athletic trainers have a saying: “If you don’t retire, you die.” Athletic trainers very rarely retire while almost every other job in the healthcare field retire. Going back to health occupations, students shadow the professionals to help figure out what they want to do and how they can help people once they grow up and graduate. They learn early and forge strong connections with their community so when they do decide to go into the field, “they can grow up to help their community,” according to Colyar, who said that she’d most likely go into a health occupation field
but says, “The past couple of years I’ve gone through a total transitory period, I wanted to be a lawyer for 10 years and then I hit high school… There’s also a huge transitional period in college, and I might find something I’m more interested in… I’m not sure what I’ll end up doing, honestly, but I’m sure I’ll figure it out eventually and Health Oc has definitely influenced my thought process.” In Health Occupations, Lemerande says, “All the kids enjoy what they do and will most likely keep doing this in the future.” The Health Occupations class has been giving students a strong base for understanding and exploring what their future could look like.
A new peace
Morales would like more volunteering, a group like NHS seemed to be the ideal model, as he expressed his interest in being active and participating in volunteering Creating a new social justice platform hopes to heighten efforts. our school’s social advocate voice Morales and Haji-Mohamed plan monthly cleanups for environmental club By Malachi Murphy we have are anemic, there’s not a whole to do around the city and local area. In lot going on.” TOGETHER, IN A BATH OF parks and on the streets they pick up trash A primary issue Willard and Morris see natural light streaming through large and work with calapooia watershed to in West Albany’s clubs is a lack of contiwindows around the room, some of the clean and help protect our local ecosysnuity between years, coming and going, schools’ largest voices emerge. In Blain tems. Willard’s room, activist students speak up, they instead want to create a club environHe thinks that members of environconnect, and work together to solve social ment that withstands time. mental club would definitely be interested “I would love to see some continuity issues around the community. In the peace in clubs like Feminist Club, for example. collective, those with passionate points of from year to year over the course of the “It all interconnects in some way or next three or four years with some of view have found a home. Various clubs, another with the environment.” these clubs.” including the new Feminist Club, EnviAlthough we have traditional service Willard then explains the purpose of ronmental Club, Model United Nations, clubs, a big piece of Morris’ Wish comes Kiwanis Key Club, and Interact Club now the collective more thoroughly with a down to helping students feel active in metaphor. convene to cross paths and benefit from bringing change to their community. “A lot of these things are like gardeneach other’s work. “I think there is a difference between ing. We’re bringing compost to [them], beEnglish teacher Blain Willard, one of being in a service club and being engaged the advisers of the peace collective, hopes cause the kids already have the seeds, they in social justice. There’s a lot of overlap, had the ideas, … but sometimes when the new group will bring kids with a pasbut volunteering at the food you put them out by sion for social justice together. bank doesn’t always feel like themselves, the Sun’s “So many of the clubs we have at our social justice. It feels like volunbeating down on school are about dealing with the issues teering.” them, and they are we read about in the [news] stories,” She stressed that she did not withering, it’s just a Willard said, “and I just wanted to make want to complain about volunlittle too much. But sure that more kids were plugged into teering, but instead wanted to when you … put the those opportunities, and then to be able show that students trying to beplants together, they to support them anyway I can.” come social justice advocates in cross pollinate, and He started peace collective with social BLAIN WILLARD our community can have a place they create shade, and ENGLISH TEACHER studies teacher June Morris, and with to start their master projects. moss and then all of his experience advising for the Peace on “I am very excited when Earth club in the past, he is fully prepared a sudden, your garden students want to make those things beds are just going to town.” to help bring social justice in our school. The end goal for both Morris and Wil- happen, and if we can create a space, the However, when I asked about his past peace collective, to invigorate some of lard is a student run collection of social experience with Peace on Earth club, I justice oriented clubs, working throughout those different clubs […] and so that all acknowledged that I did not know anyof a sudden we start seeing our WAHS their community. thing about it, and he joked “Maybe you students out in the community, bringing Senior Leo Morales and senior Taha answered your own question.” attention to important issues and feeling “If you rewind the tape [you will hear], Haji-Mohamed, presidents of environmental club only know a little about peace empowered to use their voice and speak ‘there was the peace club, but I don’t out against things that they’re uncomknow much about it.’ like I have been say- collective. Morales believes, however, “it’s fortable with; not just volunteering at the a good effort.” ing, so many of these clubs and activities soup kitchen.”
“A lot of these things are like gardening...”
THE NEW FEMINIST CLUB Before even entering high school, Sachi and Tori had ambition to start a meaningful club. With a little help
from their advisor, Blain Willard, they started feminist club. Although it previously existed, they hope that their new club will stand out and attract new people. When asked how they wanted to see the club to grow, they wished to
see more male members. “The lack of diversity is really not helping the point that feminism is for everyone, because that is something that we really want to emphasize.” They meet every monday in Willard’s room and discuss their woman of the month, make signs, and debate new feminist issues. “We’re going to probably start doing projects; i’m going to see if we can get a space in the library to display what we do.”
As well as participating in rally’s and going to the peace jam, an assembly of social advocates from around the northwest. Despite the negative feedback towards them during the begining, they still feel positive about their impact in our school. “Anywhere there will be people who don’t understand the meaning of feminism ... and here there’s just as many people who respect us there are who make fun of us”
NEWS/ THE WHIRLWIND 9
OPINION
To The Next Superintendent:
As the new superintendent is selected, students pitch in on what they believe should be changed and how the school could be better LATE LAST SCHOOL YEAR, the superintendent of the Greater Albany Public School District was removed for gross insubordination, neglect of duty, and vulgar language. In his absence, the school board has been working tirelessly to find a superintendent who will make the system better for everyone. July 1, the new superintendent will take the position and assume responsibilities. While the search process is just beginning and we will not know who the superintendent is until at least April, the future superintendent will go through a rigorous interview process which includes the initial interview, recruitment, presentations, and then two more rounds of school board interviews. This process includes votes from community members who have been approved by the board— this even includes three high school students, including one from West Albany. The stakeholder group, who will be the ones voting, will be officially chosen on March 22. The new superintendent will have a lot of work to do as soon as this person assumes responsibility, as the district has
Want to participate in a School Board Meeting? Board Meetings are held on the second and fourth Monday of each month at 7 p.m.
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Write down your questions or comments and leave them in the suggestion box located in the lobby by the front entrance.
an accountability plan to make sure the superintendent doesn’t fall through on assigned duties. This plan has three main goals—provide students with new learning experiences that are challenging and motivating, teach positive character traits so kids will have good behavior in school and go beyond only helping themselves, and involve the community in the school. EDITORIAL The opinion of The Whirlwind editorial board
The talk of a new superintendent has people both scared and excited as new leadership means new rules and policies. As students, most want the same thing out of a superintendent— to be heard. Although the disconnect problem between students and their administration is big, it may not be as wide as it seems. We believe the superintendent must do several things to work effectively
for the new district. First off, the candidate must be present and vocal in the school. Not only should the new superintendent visit and see how the changes made are affecting students, this person should actually get up and tell the students why certain decisions have been made, and talk about how it could possibly help. Next, the candidate should have some sort of teaching background. The next superintendent must have experience in teaching; that way this person will know what will help students and teachers the most, versus making decisions that could harm the way a classroom runs. The candidate should also have good communication with teachers. Teachers sometimes feel as if they don’t have enough time to teach material or aren’t always happy with changes that the school board decides to make. This problem is easily fixed with meetings and communication—that way teachers have a say in what’s going on around them. Not only should the candidate be informed, but this person should also
Who are the current School Board members and district officials? Jennifer Ward Board Chair
Lyle Utt Board Member
Frank Bricker Board Vice Chair
Micah Smith Board Member
Kim Butzner Board Member
Tim Mills Interim Superintendent
Lisa Harlan Assistant Superintendent Jeff Brew Secondary Director of Education
Upcoming Board meetings: April 8
April 22 May 13 June 3 June 24 July 15
10 THE WHIRLWIND / MARCH 2019
not be afraid to make big changes. Out of a survey of 77 students asking on a scale of one to five how involved they believed the school board is, only three reported a five, while most reported their involvement being a three. This needs to change. The majority of high school students should feel that the school board cares and is involved, so not only should the superintendent not be afraid to make big changes, but the superintendent will need to be present and visible at the school. While the new superintendent will be chosen soon, many students will not know how to contact this official or even know who was elected. The problem seems huge because the gap between the district leaders and the school itself feels huge. In reality though, there are many ways to contact the school board and have these ideas heard. The first and easiest way would be to go to school board meetings, which occur on Mondays every other week. This isn’t an extreme solution and it’s very viable since the school board has open forums where they are practically inviting students to come share feedback. Not only do they hold forums for students, but if parents or teachers even have problems with the schools, then they can also attend. Alternatively, students can talk to the ASB School Board representative, senior Patrick Spence, who will be in his position until an election March 22. For those with concerns about West Albany specifically, the suggestion box is a great tool. Site council representatives, seniors Megan Cox and Bekah Kenney, who will also be serving until the next election, take the suggestions and bring them to the Site Council. These two then will post the responses on the board above the box. All in all, West does a good job in hearing out its students, and this publication believes that the district does also. The students just need to take it into their own hands instead of expecting the problem to fix itself, or waiting for someone else to speak up for them. We look forward to a continued positive relationship between the students, school board, and future superintendent, and think the district will be in good hands in the coming years.
We asked nine students what they wanted to change about their school district. These are their responses.
OPINION / THE WHIRLWIND 11
Clash of the classes
WHAT CLASS IS MOST POPULAR WITH THE STUDENTS AND WHY?
Students want more classes offered for career readiness or for student interests. It’s time for that to change
“English and science because those seem to be the easiest classes. People seem to want to take the easiest classes.”
BY Aisling Malone
STUDENTS FLIP THROUGH the white packet full of choices, scribbling their future onto blue, green, and salmon colored pages. Choosing classes during high school can be challenging and stressful. Students have to plan out which classes to take based on graduation requirements, the following years, and still choose classes that they want to do. With around 120 classes offered, there are a lot of decisions to be made. Among these pages of the course catalogue are explanations of different classes, designed to highlight the best parts of the class to draw people in. West Albany offers 14 math classes, 12 English classes, 16 science classes, 67 electives, and among these, 24 AP classes. Yet, 38 percent of 80 students surveyed by the Whirlwind say that enough classes aren’t offered. Some suggestions for new classes include more Career and Technical Education expansion classes, and more diversity between classes for students with different interests. CTE courses are a collection of classes that gear toward more career and technical skills. West Albany only offers a few paths and are adding even more next year. CTE paths including engineering, performing arts, and accounting and finance are already being offered. A lot of older students probably don’t know many of these classes exist, since they have only been
In a survey of 80 WAHS students
heavily pushed toward incoming students. Pursuing incoming seniors and juniors to take these classes can give them opportunities that are being offered to freshmen and sophomores. Offering more classes that expand off of others can allow students who wish to pursue a career or study a certain subject to expand their knowledge of that field. AP classes are excellent classes to take for those pursuing a higher education. Adding more of these classes, especially ones that count for college credit, gives students the opportunity to learn more about a subject that a student either finds interesting or a start in a future career path. Adding more classes that represent the diversity of West Albany students and interests should be a big drive in the hunt for new classes to add to the curriculum. When students were asked which classes should be offered, the responses covered courses in everything from cosmetology and yoga to classes about black history. The student body is a diverse group of kids, and the classes we take should reflect this diversity. Adding more classes according to careers, interests, and knowledge is the best way to appease students, as well as faculty when it comes to education. It gives students a choice and the option to choose classes that could help them in the future.
9.4% want to add an autoshop class
17.9% say science is their favorite class
5.6% want to add an ASL class
12 THE WHIRLWIND / MARCH 2019
COLVIN PARVIN FRESHMAN
“Any physical class because there’s no homework, the teachers are pretty lenient, and you can leave whenever you want.” JOE BURTON SOPHOMORE
“Psychology because everyone takes that class. A lot of people are interested and you don’t need any prerequisites.” RACHEL RITCHEY JUNIOR
37.7% say we have too few classes 43.2% say math is their least favorite class Maggie Bedrin
“Probably electives because when forecasting a lot of art classes and psychology classes can be filled really quickly.” MARY CATALA SENIOR
“Back in my day”
MAGGIE BEDRIN
People who grew up in a time before smartphones and other modern devices see them as a problem, but their generational bias is hypocritical BY Corbin Ulibarri
H A V E Y O U R P A R E N T S E V E R W A L K E D up to you while you’ve been watching videos or texting your friends on your phone and said, “This is the reason everyone in your generation is a failure. It’s those stupid phones you stare at all day”? It’s not uncommon for older people to berate younger people over so called phone addictions. Is technology, such as smartphones and social media, really the destructive force our elders imagine it to be? What if they have simply created an illusion and convinced themselves it’s true? Believe it or not, smartphone technology isn’t the first new thing that has led an older generation to attack a younger generation. It’s been happening for the entire existence of the human race. Smartphones and social media are not the problem: it’s the fear of the unknown. Scholars of European, African, Chinese, and Japanese history all tell us their texts contain some versions of youth-hating. Pick a time, pick a place, and you’ll find it. Renaissance writers complained of rowdy youth who’d sing bawdy songs in inappropriate social settings. In precolonial Africa, a youth wasn’t considered a full-fledged person until they’d gone through an initiation — and even then, they were not fully respected until they became a parent. Time and time again, we see older generations essentially fearing their successors, In the 1920s, the culture gap between generations split significantly. On one end, you had the American workers who saw life as working for your family and serving their country. On the other end, you have the Lost Generation: the people who knew nothing but war throughout their childhood and had no idea what to
do with themselves. The older generations saw flappers, jazz music, and those who illegally drank alcohol as the downfall of American society. This is extremely similar to the technology situation we find ourselves in today, and yet America continued to prosper after the ‘20s. Fast-forward to the 1950s and ‘60s. The American economy prevailed after the so-called “terrible” Jazz Age and everyone did well for themselves. Because of this, there was the rise of the Baby Boomer generation. They had to deal with an untrustworthy government and pointless wars, forcing them to look at life from a different perspective. Working a 9-5 job wasn’t seen as appealing, something the older generations saw as a horrible thought. They rebelled against the cultural norm, they protested against their government, and they did drugs recreationally. While a decent amount of people even today saw this as awful, it was still what they believed in. Millennials and those in Generation Z may not do as many drugs, but smartphones and technology are simply a cultural lifestyle for them, like protesting was for the Baby Boomers. Older generations can’t see the benefits in new ideas and technology, something all generations have struggled with. To top it all off, 73ercent of all 50-64 year olds in America are smartphone years, which implies older people have come to terms with this new technology even though they don’t want to admit it. Every single generation has been bashed by their predecessors in one degree or another, but very time, they end up being just as successful, if not more, than the older generations. This is ironic when you consider the fact that every new generation is almost encouraged to fail.
TECHNOLOGY THROUGH THE AGES 1910
Electricity is made available in homes.
1920
The radio is commercialized
1930
The jet engine is invented
1940
Color television is invented
1950
The computer is invented
1960
1970
The VCR is The first video game invented console is invented
1980
Basic internet becomes available
OPINION / THE WHIRLWIND 13
A trend of anti vaccinators has hit America which calls for an immediate retaliation By Cheyenne Such and Jonathan Perkins
MAGGIE BEDRIN
T H E D I S E A S E S W E R E taken care of, thrown under the rug. Advancements in science and medical research allowed us to eradicate, or at least minimize, the cases of dangerous diseases. In the most extreme situations, vaccinations are here to help keep people alive from diseases that enter the host and kill slowly. The consequences are horrendous and usually fatal. There need to be laws and regulations in place to keep this from happening. The media is partly to blame here, it’s the reason that information is capable of spreading so far so fast. If the information is false it can be exceptionally dangerous because someone is bound to believe it. Even though the study done in 1998 by Dr. Andrew Wakefield claiming a link between vaccinations and autism has been proven wrong multiple times, the damage has already been done. One case shows a religious family that neglected to give their premature baby medical attention, and died within eight hours of birth. Cases like this should never happen in the first place. There shouldn’t be children dying from disease because a parent doesn’t want to vaccinate their child. 14 THE WHIRLWIND / MARCH 2019
These dire situations call for real solutions. If a parent doesn’t give their child a vaccination within a certain time limit with no probable cause, a large fine should be given. Parents and children who aren’t vaccinated should be quarantined. This will show them how real the situation is, forcing them to get the medical attention needed not only for their own good but also others. Laws and regulations need to be in place to stop dangerous pandemics from emerging. Recently, measles has made a comeback, after the U.S. thought the disease was no longer a problem. This isn’t the first time that this has happened. In 1988-90 the worst measles outbreak since the late 70s had occurred just a state below Oregon. It costed over 30.9 million dollars and as documented by the NCBI 16,400 cases were called into attention. More than half of the patients were younger than five. NCBI also left a warning, if the immunization level of preschool aged children is not increased an epidemic like this one, or more likely a worse one, is likely to reoccur. There are few exceptions to people who don’t vaccinate their kids. Some children are allergic to components of the vaccinations. This is probably the only valid excuse parents have, but those without a valid excuse, those who decide their children will be fine without vaccinations, only cause problems. Private schools don’t have to honor the vaccine exemptions. This can be detrimental if multiple children get infected at the school. There hasn’t yet been a vaccination for ignorance.
MAGGIE BEDRIN
“They’ll Live”
The basic mechanism by which vaccines work is simple: Vaccines create immunity in an individual by introducing a weakened or killed form of the pathogen that make us ill – such as bacteria or viruses – or its toxins or one of its surface proteins. — Our World in Data Each year, about 85 percent of the world’s children receive vaccines that protect them against tuberculosis, polio, diphtheria, tetanus, pertussis, and measles. — Children’s hospital of Philadelphia Vaccines save about 2.5 million lives, and the hepatitis B vaccine, although not as widely used, saves about 600,000 lives. — Children’s hospital of Philadelphia
2018: The U.S. experienced 17 outbreaks in 2018. Three outbreaks in New York State, New York City, and New Jersey, respectively, contributed to most of the cases. Cases in those states occurred primarily among unvaccinated people in Orthodox Jewish communities. — Centers for Disease Control and Prevention
The Protest
Do you feel like schools could use more money?
By Dezmond Remington
Schools need and require more money to run smoothly and benefit teachers more SCHOOLS REQUIRE MONEY. Without it, nothing could function. On Feb 18, educators from all over Oregon met in Salem at the capitol to protest for more money at the March for Our Students. The March is a cause that would deeply benefit teachers and students all over the state. The changes brought by the money would, “do what’s best for our kids,” explained science teacher Shana Hains, who attended the march. “That should always be our goal.” More money “would insure quality teachers,” according to Hains. “Making contact with the students is the number one way to keep them in school.” With Oregon being one of the lowest-ranking states in graduation rates, keeping people in school should be of utmost importance. With quality teachers to make connections with, people who previously would have abandoned school or never graduated will stay. Where the money would come from is of paramount importance. However, the issue of where, is, fortunately enough, built into Oregon law. The tax kicker, a tax rebate given when a state funding surplus exists, offers a solution for the funding issue. “What we’re saying is that we should
keep the surplus,” said Hains, “and use it to fund education.” No one is being taxed extra for this; all of the benefits from having an improved education would come from funds already in existence. And those funds would not be insignificant. According to the Oregon Department of Revenue, there was a $463 million kicker in 2017. That would be enough money to fund lots of teachers and do other things that would make schools better for everyone. More money would not just make for better teachers, but also for “smaller class sizes,” said Hains. “That would be nice, as I know that some classes are filled to the bursting point and could definitely use less people in them.” For the K-3 classes, “that’s especially nice, as then the students can learn better than in a classroom with a lot more students in them. That’s critical when they’re younger, so that the basic concepts they use for the rest of their lives can be more easily learned.” With more money, all of this would be possible. Public education can be maximized. With more money, life can be improved for the masses.
“I feel that some schools [could use more money]. For instance, [North Albany Middle School] recently put off their play because they couldn’t secure a classroom for their play. We aren’t horribly funded.”
FRESHMAN KATY BIGLEY
“Yes, in certain areas. For instance, the last school I went to, they focused more on school over sports. The one before that was more into sports over school, so some parts could be underfunded.” SOPHMORE GARRETT BOREN
COMPLAINT FILE: What’s the big parking deal? BY Dezmond Remington
W I T H T H E A D D I T I O N of new portions of West Albany to the south of the current school building, a major issues has come up with access to parking. With many students driving to school, and student parking only being available at the stadium, people are annoyed at the mandatory new parking spaces. The distance from the stadium to the building is excessive. The loss of the C-Hall doors only exacerbates the issue. To get a spot, a prospective driver has to get to the parking at an early hour, only to argue with other drivers over a spot. And if you aren’t there early? Have fun finding another spot elsewhere. The student park-
ing has been closed off for students, even when no construction has been done on it. What needs to happen is assigned parking. The parking lot in front of the gym should be raffled off. The raffle winners are given a golden parking permit. Parking at the stadium should be assigned in sections for sophomores, juniors, and seniors. This way, everybody knows how long their walk is going to be, everybody doesn’t have to worry about finding a parking spot, everybody knows where to go. This scenario will only be able to work if the rules and regulations are taken into consideration. If not, the same issue happening now will only continue.
“Based on looks, yes. “ JUNIOR BRAYDEN KINNEY
“Yes, we need new and improved stuff. Our bathrooms are actual [expletive].” SENIOR AYDEN SHONK OPINION / THE WHIRLWIND 15
MISCONCEIVED How false ideas about people, science, and reality spread, and how best to combat them
16 THE WHIRLWIND / MARCH 2019
Science Misconceptions
From anti vaccinations, to planned parenthood and abortions, to climate change. Is it really all fake news? BY Sydney Morgan and Jakob Jones
A L A R G E A M O U N T O F misconceptions people have are with science. Some of the most controversial scientific hot topics in the recent decade have related to vaccinations, abortion, and climate change. Recently, the presence of people who refute traditional science--denying the existence of climate change and especially the movement behind anti-vaccination--have skyrocketed across headlines in news and social media according to Google Trends. Most of those who are refuting science, believing vaccines cause autism, cite their information from untrustworthy sources like Alex Jones, notorious for right wing conspiracy theories, notorious for spreading right wing conspiracy theories and fake news. Science teacher Gareth Engler comments on how fake news spreads saying, “These days? Typically social media and on regular news also. Sometimes people don’t research well, or some [news casters] might truly have an agenda or another purpose.” Health teacher Jennifer Bornheimer says, “people perceive information they receive from news sources and peers and use their own personal bias to spin how they receive that information and then pass it onto others.” There’s a rising percent of the population, especially in the United States, who are becoming vaccine hesitant, a term which the World Health Organization defines as “Vaccine hesitancy refers to delay in acceptance or refusal of vaccines despite availability of vaccination services.” Many people believe vaccines have been proven to cause autism or detrimental effects. So, have vaccines worked since they were invented in 1796? Engler replies, “Absolutely. They have a proven record of decreasing problems and diseases.” Vaccines work by introducing the body with a weakened state of the disease, allowing your immune system to learn how to eradicate the disease and build up an immunity to the pathogen. We also asked if there were dangers to being vaccinated or not. “All of my children have been vaccinated. To my knowledge, I have never met
anyone who has been harmed by vaccination,” Says Bornheimer. “I understand people not wanting to have medical procedures forced on their loved ones and their kids. However, if we look at the Measles outbreak that is going on right now and just how rampant that it is, it just shows you how variant that is just shows you how scary that is.” “There are risks to vaccines,” says Engler. “There are risks to lots of things but we do vaccines because the benefits outweigh the risks.” Engler continues, “if the disease can be transmitted, it puts everyone at greater risk. Vaccination isn’t 100% successful. It increases your body’s immune system ability to fight off the disease.” Once people start refusing to get vaccinated, there’s more of the pathogen and the risk of contracting the disease is higher. A lot of the diseases which are prevented by vaccines are probably more fatal than any possible danger from the vaccines itself. Engler talks about how Smallpox was eradicated. “Vaccinate as many people as you can to make sure the disease has nowhere to go. It reaches a point where it
“If something already fits your already worldview, you won’t look into that much.” GARETH ENGLER TEACHER
makes it really hard for the pathogen to continue, and then it gets eradicated.” The process Engler is describing is also known as herd immunity, a scientifically proven way of how diseases are transmitted. Once a certain percentage of the population fails to get vaccinated, deadly diseases are able to spread more and hurt those who are unable to be vaccinated or even those who are. Planned Parenthood is a nonprofit organization that helps people plan for families, gives contraceptives, and helps patients get treatment if they get a sexually transmitted
disease. A common belief among people is that the only thing they do is abortions without using actual data, which is a large reason for why people are trying to defund it. A strong believer of what they do for the society, Jennifer Bornheimer, says “They want you to be ready for that, and you get to choose when that happens, not the other way around.” Climate change is the long term change in weather due to increased levels of carbon dioxide and other greenhouse gases. Although it has been scientifically proven many people believe that it is not a real thing happening, including President Donald Trump with one of his tweets being “global warming is an expensive hoax!”, continuing the spread of misconceptions to our entire country. This could be seen as detrimental to the wellbeing of the planet. Gareth Engler states when asked why he thinks people are spreading this ”I think a lot have to do it with tribalism and wanting to believe what your group believes, or wanting to believe what you want to be true. That lack of looking and critical thought, checking your sources.” He also talked about how people need to start doing research before believing whatever they see on the internet. In the world of an overabundance of fake news and misinformation, how is it possible to know what we’re reading is true? Bornheimer suggests to “go and find the source of information and make sure that it truly is accurate.” Many people can post whatever they want on the internet, acting like they have the credentials to back up their words when in fact they do not. “In the ideal world, you’ll have education, science, and helping people.” Says Engler. “However, it’s critical thinking. You want people to be able to critically examine all this information and think of credible sources.” However, we’re probably in no way close to changing the minds of those who are hard set on their misshapen view of science. “You want to believe what your group believes.” Notes Engler. “If something already fits your worldview, you won’t look into it that much.” SPECIAL / THE WHIRLWIND 17
NEVE BRADLEY FRESHMAN WW: How do you believe others perceive you? NB: “For people to think I’m nice and cool to be around NB: In general, they think I’m kind of nice .
and hang out with.”
WW: How do you perceive yourself ? NB: “Kind of annoying and cheerful.” WW: “How do you want to be perceived?”
MCKENZIE KOSMIKI SOPHOMORE WW:”How do you believe others per-
ceive you?”
MK: “I would hope my friends see me as
Now See
Students reflect on their self image an
a strong individual, more of leader than surround them b y a follower and has a big heart.” WW: “ How do you perceive yourself ?” MK: “I see myself as someone with a big heart. I will do anything for someone over myself, and it gets me into trouble sometimes.”
Jaden Rodriguez an
WW: “How do you want to be perceived?” MK: “As moree outgoing, someone you can talk
to.”
Break Through Teachers share their views on misconceptions at school BY Alizah Bueno 18 THE WHIRLWIND / MARCH 2019
M A R T Y J O H N S T O N , a social studies teacher, expresses his view on misconceptions. As a high school teacher, he gets to see first hand the small groups that kids have formed. Johnston talks about misconceptions in his criminal justice class and tries to teach his students that it’s important not to assume things about someone because
those people will never know who they truly are. For Johnston, he believes that people make assumptions on people based on that person’s behavior. In Johnston’s words, “I think school is[...]where we are at of just trying to jump to conclusions and make assumptions about people and groups of people that we really don’t have a true understanding of.” People’s misconceptions about others
ANDREW CASTANADA JUNIOR WW: “How do you believe others perceive you?” AC: “You can’t really tell what people think about you until they
tell you but often times I come off as intimidating at first.”
WW: “How do you perceive yourself ?” AC: “Annoying. Humorous.” WW: “How do
w You Me
you want to be perceived?” AC: “Fashion icon.”
CHRISTIAN RICHIE SENIOR
mage and the misconseptions that
guez and Gage Crabtree
CR: “Gay.”
WW: “How do you believe others perceive you?”
WW: “How do you perceive yourself ?” CR: “Shy.” WW: “How do you want to be perceived?” CR: “As a boy.”
vary, from how they think a person will act based on their culture, or even just how they look. Any social environment is bound to have some sort of judgement about a person or groups of people. It isn’t uncommon for people to make assumptions about the people they see in everyday life. School can be a perfect atmosphere for this. Every day at school, we see people we
do not know personally, giving the freedom to believe whatever we want about that person. For science teacher, Chris Hains, believes that a true person’s real identity is only present when they are doing something they like. Hains says, “Some classes, due to the subject matter, can be more reflective and more introspective to the person themselves because they apply
for it directly.” Misconceptions are based off of the behaviors and the actions that someone does. It is normal for one person to make misconceptions about someone but it’s important not to hold that person to their misconception that you have made about them and be open to who they truly are. SPECIAL / THE WHIRLWIND 19
No Girls Allowed
Male cheerleaders much more common in the cheerleading community than we think BY Gabrielle Budlong
THE SILENCE IS BROKEN with a cheer as the ground starts to shake with every stunt or flip landed. The focus is on the team of cheerleaders running around the mats, hoisting bodies into the air, tumbling. Every head is adorned with a ponytail wrapped in ribbons that bounces dramatically with every movement, except for a few. One of these heads is Hunter Burris’. A junior, Burris began as an all-star cheerleader at Platinum Athletics, an organization for cheer and tumbling in Albany. Burris went to NSPA Nationals in Florida and other meets in Tacoma and Palm Springs. While not currently on the team, he was a backspot on a team of about nine girls and three boys, which means he held up the flyers from behind them. Burris took a year off this season due to “cost and stress, plus coaches were new and gym changes were happening.” In elementary school, Burris dabbled in track, but never tried any other sports until people started recommending that he try cheerleading because he “fit the vibe”, so he gave it a shot and was immediately infatuated with the sport. “I instantly fell in love,” Burris said. “I loved the performance and the dedication.” Burris also had a great coach from Texas who he described as insightful. It isn’t all fun and games, though. Practices are three times a week, for three hours, year-round. Sometimes during competition months they’d practice everyday. “So it took a big chunk of time out of my life,” Burris said. The athlete claimed that competitions were his favorite part, despite how much they’d practice to prepare and that the team
got little to no sleep during meet weekends. When asked what made them his favorite factor he explains, “All the hype and energy, plus you get to travel. Also you’re competing against 15 other teams and winning was the best part.” Burris said he chose to cheer at Platinum Athletics instead of WAHS because he wanted to challenge himself and he didn’t think he would’ve stuck with it otherwise. While there are two other boys on his team, and most other teams he sees have males, Burris has still always been discouraged from cheerleading. He was also the only male on his team at the beginning of last season, but even then he loved it. Even Burris’ family thought he’d enjoy dancing more, but now are very supportive. “People look at you differently,” Burris said, talking about people outside HUNTER BURRIS J U N I O R the cheerleading community, “...a lot of people told me that I couldn’t do it because it was either only for girls or that I started too late and didn’t have any skills.” “Well the first cheerleaders were males actually. I don’t know where I read that but… tea,” Burris said. He’s right. According to the International Cheer Union, women weren’t even allowed to cheer until 1923. Twenty-five years earlier in 1898, organized cheerleading began. It was lead by males. Women were only introduced when college-aged men went away for World War II. Regardless of any obstacles in his path, Burris plans to continue all-star cheerleading next season and wants people to know “that it is a sport, not an activity. That it is as demanding as any other sport. Holding another person by their ankles is one of the hardest things to do.”
M
AT
TE
A
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M
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“It is a sport, not an activity. It is as demanding as any other sport. Holding another person by their ankles is one of the hardest things to do.”
20 THE WHIRLWIND / MARCH 2019
SPORTS
FLYER SOPHOMORE JULIA DONNER
FRONTSPOT JUNIOR LUCY KRATKA
BACKSPOT SENIOR JASMINE KIM BALL
BASES JUNIOR KAEDYN ROBERTS SOPHOMORE SA VANNAH SCHNE
Role Call BY Emmalynn Weible
IDER
JAKOB JONES
Cheerleaders and coach Jessica Anderson explain the hidden complexities that go into stunts IT’S TRUST. THE RISK, THE fall, the catch; it is all possible because of trust. It allows for a performance and it allows for those short, exhilarating moments at pep assemblies, games, and competitions. It is the backbone of cheer itself. When the cheerleaders throw up a stunt, it is the flyers, being held up in the air, who are the most commonly known amongst students. Sophomore Shelbylinn Connell explains the ins and outs of how stunting works. Generally, there is a flyer, two bases, and a backspot. If needed, a frontspot is used for stabilizing certain stunts. Main base—Connell’s position—holds the majority of the weight. Keeping the feet even helps prevent the flyer from tipping her feet too far forward or backward. Side base is the other type of base that would help Connell, and they would primarily keep the foot from rotating. Backspots and the occasional frontspot help to make sure the flyer is standing up straight. They keep them from wobbling too far from their center of balance. The backspot supports the bases by lifting from the ankle. They might say “One, two,
down, up” as the other cheerleaders lift up the flyer. This helps the cheerleaders perform in sync. Frontspots support the bases’ wrists and ease pressure on the hands. Backspots and frontspots also act as an extension, while then putting pressure on the flyer as they are coming down to make the weight falling onto the bases less severe, essentially acting as a cushion for the flyer. Cheerleading coach Jessica Anderson explains that though flyers may generally be smaller, size is not the most important quality for them. “Flyers aren’t always small,” Anderson said. “Any girl can feel like they are 80 pounds if they are tight enough during the stunt. And smaller girls can sometimes shock you with how strong they are.” Anderson said that some girls are extremely versatile, some being able to be formidable flyers and also perform just as well while being a base and supporting the weight that comes with that role. Sophomore Lauren Thompson explains what it is like to be a flyer and to depend on your bases and spotters to look out for
you. “You have to stay tight and you have to stay sharp,” Thompson said. “You basically just have to let your bases and your stunt group do everything for you and trust them with your life that you don’t fall.” Anderson explained how one cheerleader improved her stunting this year. The cheer team was trying to improve her technique. At the beginning of the year she was already hitting her stunts correctly after perfecting her skills. As a result, she gained a lot more confidence. Cheerleading itself is a different type of sport compared to others, she mentions. “You have to trust each other enough to build off of your skills,” Anderson said. Additionally, she added what many students may not realize is that cheer isn’t just what you see. “They never get a break from each other. The student body doesn’t get to watch the competitions, they only get to see the sidelines,” she chuckled. “And that’s definitely not all that we’re capable of.” SPORTS / THE WHIRLWIND 21
A running start
Track team prepares for spring season
BY Emmalynn Weible, Sahijpreet Dhaliwal, and Hayley-Mae Harlan
T R A C K A N D F I E L D S E A S O N S T A R T E D O U T at the end of February, and many eager runners have been practicing out on the school’s track, including senior Ayden Shonk. “It doesn’t take much,” he said, “you just have to come out here and give it your best.” The large team of around 70 students is coached by Bryan Wadlow and Kerri Lemerande, who are excited for the new season to come. Wadlow said that this year’s team is comprised more of student athletes who specialize in one event, rather than previously how there were more two or three-sport athletes. Just like Shonk, Wadlow agrees that all there is to the sport is hard work and regular practice. “You have to be individually driven to find success in track,” said Wadlow. “One of my favorite things about track and field is that if people come and work, they will see consistent improvement. It comes down to you. Almost everything is an individual event.” Wadlow thinks this kind of payoff for consistent, hard work is really beneficial for kids. Many track team athletes have expressed excitement for the season, and are proud of the work they’re putting Sophomore into their sport. They’ll compete against schools like Silverton at Megan Adamac Pole Vaulting their first meet on April 3 in Lebanon at 3:45 p.m. at Track practice March 18, 2019
Track Pole Vaulters at Track Practice March 18, 2019
EMMALYNN WEIBLE
HASTY FREEZ
Burgers & Ice Cream 655 SE Lyon St, Albany HOURS: Everyday 10am-10pm Phone: (541) 926-2144
Hungry? In a hurry? Hasty Freez is the stop for you!
22 THE WHIRLWIND / MARCH 2019
EMMALYNN WEIBLE
March Madness BY Braxton Reece HAYDEN HUZEFKA SENIOR
A Q&A with three WAHS students with a passion for the March Madness NCAA tournament
Question 1: Who is gonna win it all this year? Why?
Question 2: Are you predicting any upsets this year?
Question 3: What team Question 4: Why do do you want to see go you follow the tournafar this year? ment?
A: Gonzaga, why? Because I have picked them every year I’ve had a bracket.
A: I got UC Irvine, and of course the Oregon Ducks beating the Wiscoson Badgers.
A: Probably UCF with Tacko falls, seven foot seven beast from UCF.
A: Im picking the Duke Blue Devils, because they have three top fiveplayers to the NBA draft.
A: I also have the Ducks in the sweet sixteen, and Murray State will beat Marquette.
A: I would like to see Murray State or Huston go far, I feel Huston gets overlooked.
A: I like March Madness because im a huge sports fan, I have been since a young age.
A: Obviously Duke, they RJ Bear, the best player in the nation, Duke has the two best players.
A: I have U of O going to the elite eight.
A: Even though I hate to admit it, I’d like to see Oregon Ducks go far this year.
A: I like the competetion, I like that you can compete with your friends.
A: This is like the best sports tournament that you can watch and follow.
TIMMY HUBERT JUNIOR
JAMES BURWELL JUNIOR
Hours
Tuesday - Saturday 11 a.m. - 8 p.m. Sunday - Monday Closed
Contact Information (541) 704-1128
Website
thefirstburger.com 210 1st Ave W, Albany, Oregon 97321 SPORTS / THE WHIRLWIND 23
What It Takes
What makes West Albany coaches effective BY Karissa Lamonte
W E S T A L B A N Y H I G H School has gained much recognition from the successes of its athletes for the past 66 years. C-hall is plastered in plaques and posters, and the school loves to show off how successful our athletes really are, reaching that success with help from their coaches. Helping those athletes be the best they can be is what makes our coaches great. The question is, what is it that makes WAHS coaches so effective? Patrick Richards, West Albany sports director, hires all of the school’s coaches. When hiring coaches, he says, “We look for people who are really interested in educating kids, who can build good relationships with [them].” People who are going to be able to instruct and connect with the athletes are the people Richards looks for when hiring coaches, specifically those looking to make a difference in student athletes’ lives. “You have to have a passion for seeing improvement in those that you are coaching[...]It has to be something that fulfills you,” says Richards. Being passionate about what they are coaching inspires student athletes to be passionate too. Inspiring student athletes for their sport makes our coaches effective. Richards said “I think a trait that has been found in every coach is a desire to see the athlete or the person better themselves”, with both passion and a desire to better our students, our coaches show just how effective they can be. Both of these are shown when your coach tells
you run an extra lap or just try a little harder, their job is to educate and push athletes Aaron Mortenson to their limit. Grade 12 Having trust in your coach is a key Soccer Player part of being involved in sports, and it is important to have trust in what your coach shows or tells you to do. Stefan Scheepers from the International Coaching Academy, coach training school, says “Trust is an What did your coach do to motivate essential ingredient to a coach client relayou and the other players? tionship. In fact, trust is necessary for any interaction to run smoothly and to be ef“He would threaten us with running, con- fective whether the relationship is social or something as simple as trusting that a chair ditioning or working out.” will hold you before sitting on it.” Coach to athlete relationships need to be trustDo you think West Albany coaches ing because athletes learn everything from training to competing from their coach, if are effective? they don’t feel they are able to trust their coach they aren’t able to learn how to do “Yes, my coach was able to get us to essential things correctly. It’s a coaches job try our hardest, and usually we were too to teach their athletes how to do things correctly, if an athlete doesn’t feel like they scared to not try, nobody likes to run.” trust their coach then their coach can’t do their job. “...The most effective strategy is to get to a point where the athlete trusts the coach,” says by Richards. West Albany coaches are effective because they establish trust with their athletes and show interest in actually educating the athletes. Caring about establishing relationships with their athletes and wanting to educate them shows that coaches are doing their jobs. Our coaches have passion and PATRICK RICHARDS SPORTS DIRECTOR show that when guiding students and helping our sports teams reach success.
“You just have to be passionate about it.”
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Livin’ like Loren
GENEVA MELLISON
BY Emily Haarstad
Health teacher and conditioning coach Linden Loren may be known as a “health-nut” but he wants you to know he’s much more than that
S E V E N A . M , waking up in the morning, gotta be fresh gotta go downstairs. Gotta have my bowl, gotta have cereal.” It’s Friday, but that is not how health teacher Linden Loren’s Friday mornings go. Starting his Monday, Wednesday, and Friday’s at 5:15 a.m., Loren begins the day with a shower, where he’s probably thinking about “ways that I can make the conditioning for our sports programs a step above what most high schools are doing.” He eats a breakfast that he made the night before, and he’s out the door by 6:15 a.m. “Football weights just started, so I do football weights until 7:20 a.m., then I have about 20 minutes,” said Loren. Even with such a packed schedule, there’s no sign of struggle when it comes to completing things, “Every night I try and go to bed by either 9:15 or 9:30 p.m., so it should equal out to about eight hours on the dot,” said Loren. “That’s what I’m shooting for.” Having energy to do all the things that must be done in a day isn’t a problem for this teacher. Sleeping and “controlling variables” is important for our health, and it’s clear Loren isn’t lying, “If I feel good, everyday is a good day. I never wake up and I’m tired. I never wake
up groggy. I never have a downfall in the afternoon, I never dip in energy and that’s because I’m controlling certain variables.” Though health is important to Loren, there isn’t exactly a happy story about why he’s interested in the health field, “I’ve seen people that I’ve known and family members pass away at an earlier age due to health, and I feel as if not all that is contributed to genes. Setting a good example for his students and those around him is very important for this nutrigenomics enthusiast. Nutrigenomics is the “study of
thusiast. Nutrigenomics, the “study of nutrition and how it can turn certain genes on and off,” according to Loren, which is what he believes is more of his expertise. “I’m more in the realm of nutrigenomics, so that’s more of my specialty. I hope that’s not only someone who used to be affiliated with CrossFit, like that’s my only realm of knowledge, and I think my realm is way different than that,” expressed Loren. Sophomore Caeden Zamora describes Loren’s character as “a very encouraging and tough man. The workouts he makes are exhausting, but beneficial at the same time. He’s very enthusiastic.” Straying away from his health interests, there’s more than meets the eye when it comes to this “enthusiastic” coach. Describing himself as “a strategic student,” there’s a high chance his other hobbies are unknown to the majority of students. One of them? Reading. “I’m continuously reading 10 books every month. I’m trying to read as much as possible just because I’m trying to learn new avenues and branching on new ideas,” Loren said. Shooting his bow and conversing with close family members are some of Loren’s favorite things to do. Teaching is something he’s passionate about, and he hopes to be at WAHS for “30 years,” and loves the environment. “I absolutely love it. If I didn’t love it, I wouldn’t be here,” Loren said. He pushes students because he wants our athletics to be a step above high school level. Loren’s goal to better our players is to “incorporate things that other schools that aren’t.” Teaching students anything in the health domain is what he loves doing, he chose to do for the rest of his life. However, if only one thing could be said, Loren wants it to be known: “Be kind to everyone.”
Desert Island
If Linden Loren was stuck on a desert island, he would bring... STRIKING THOUGHTS BY BRUCE LEE
CHRISTOPHER NOLAN’S “INTERSTELLAR”
A JOURNAL TO WRITE HIS KUIU ULTRA DOWN
THOUGHTS DOWN
JACKET
SPORTS / THE WHIRLWIND 25
WHAT’S IN MY
BAG
A look inside the bag of sophomore track runner Jacob Parker “I use the earbuds to keep me concentrated, to keep me in the mood. Like, when my next song hits, thats when I go.”
“I have the headband because I have longer hair and I don’t want it to get in my eyes. So it’s a good way to keep it out of the way, so I can concentrate and stay focused.”
JUNIOR KAEDYN R O B E R T S , is a seasoned varsity Cheerleader, with currently three years under her belt. Beyond her dedication to the sport, she also finds time for her other passions, regardless of how trivial they may seem. Her recent hobby? Makeup. Roberts’ frequently makes her creative and expressive looks with various brands’ products. Most of these looks she posts on her Instagram account specifically used for these images, @bykaedyn. “[My favourite part] is that I actually look good afterwards, and I like that I’m semi-good at it so people compliment me,” Roberts says. “It gives me validation.” For games she even goes further and sports blue eyeliner, sometimes choosing to “spice it up” and throw on some yellow to match her uniform and the Bulldog colors. 26 THE WHIRLWIND / MARCH 2019
MEMORABLE MOMENTS
J U N I O R Jonathan Aurand, is a major supporter of his brothers (and sisters) on the wrestling team. In 2018, the varsity team went on an excursion eastwards to Bend, to a tournament called the ‘Oregon Classic’, for which they stayed in one house together as a team. “Forty dudes in a small house. We’re fighting non-stop.” Aurand said. Aurand reminisces on some of the most remarkable experiences in the house “we [...] played ping-pong, and we opened a coconut with a fork.” Aurand said. Overall, Aurand describes it as a real bonding experience, with some brawling added in. He now recalls it as one of the most memorable times of his wrestling career. “[And] I got a cool sweatshirt.”
OF
I N S P I R AT I O N
BY Mattea Hellman
“For sprinting, you’re gonna need cleats that can dig into the track and give you good grip and keep you going.”
IF I’M NOT THEN I’M
CHAIN
RUGBY EDITION
FRESHMAN
KRYSTAE OEDER IS INSPIRED BY... “I’d say that I’m most inspired by [Junior] Amaiah [Miramontes], because she’s a strong, confident player, and she knows the game so well. [...] She overall is a great player. She was also really welcoming to me when I first started playing and I loved that.”
JUNIOR
AMAIAH MIRAMONTES IS INSPIRED BY... “I would say [Senior] Rachel Burdick, not to add to her ego, but she is always in a good mood and eager to help out in any way. She volunteers to help the coaches, [...]and even if she gets put in a position that challenges her, she puts on a big smile and shows no mercy on the field. She has great sportsmanship.”
SENIOR
RACHEL BURDICK IS INSPIRED BY... “The people I look up to most on my team are the new girls that just started this year. They start without knowing anything, but are so willing to learn and become their best selves. Rugby is a really physical and hard sport, but they go out there and play their heart out, after never doing it before. It’s truly amazing, going full-force into an unknown battle for their team.”
Beyond the spotlight
Students and staff describe what goes into the production of school musicals BY Abigail Winter
THE LOVE OF THEATRE
LIFE SKILLS
What is the entire process of the production of a musical?
What do you do as a director?
with junior Lexi Lundgreen
After auditions, there’s a schedule for rehearsals. [Rehearsals are] about two to three hours long. We just learn the choreo, or we block a scene. It’s pretty chill. You show up, you do what you have to do, and then you leave. Tech week is the week right before we perform, and that week we could be at the school till like twelve or even 1 in the morning. So, our rehearsals run 9 or ten hours long. But the rehearsals are really fun. We just hang out with our friends, learn the musical, and have a good time.
What is the most difficult part of being in a musical? The most difficult part is getting your role down because some of the characters are so difficult to do. [Logan Klein’s] character has a very thick, heavy accent, and that’s pretty difficult to do. This year, my character’s kind of promiscuous, which is completely different from who I am as a person, so it’s a little difficult to play a character that’s so opposite from who you are.
What is the best part of being in a musical? Just the love of theater that I have and all my friends have. Being on stage and being the center of attention is what actors and actresses love to do.
What is the best memory you have that has ever come out of being in a musical? I remember there was a very large tap dance [that] took us a really long time to [learn]. But after we put it all together, and we learned the whole thing and performed it, it felt so good because it was a lot of hard work.
with teacher and director Cate Caffarella
My job is to coordinate all of the moving parts of a show, to make sure that everything works together. That’s kind of the hard part, but it’s also the fun part because [I] get to work with a whole bunch of different people and I get to [know] all of their ideas. I have to make sure that the set designer is working with the costume designer, all of that.
What is the most difficult part of being a director? Time, or lack thereof. It’s just an enormous amount of time. I direct on the side, and I teach. It’s finding the amount of time to be able to really commit to the show.
How do you find time? I have a really supportive family. I have a great husband who gets it, and [who] understands the hours that I have to put in. He’s able to help me take care of my kids and run the house and stuff like that so I can do what I do.
What is the most rewarding part of being a director? It’s really rewarding to see that student that comes in as a freshman [who’s] super shy and quiet and maybe not really confident in themselves and [doesn’t] have [good] self esteem, and then hopefully by their senior year when they’ve done a bunch of shows they come out on that other end a completely different person. They’re going to take that with them into whatever job they do. It’s not just a theater skill, it’s a life skill.
What is one of the best experiences you’ve had as a director? At the end of one of our performances for Seven Brides for Seven Brothers, we got to award two big Presidential scholarships from OSU. Our lead Eli Nicholas and a member of our pit orchestra received the scholarships and it was a complete surprise. They had no idea. The person who awarded the scholarships came here to award them after the show. It was just neat being able to be a part of that.
NO ONE NOTICES WE’RE THERE with senior Conner Rice
What does a “Techie” do? A Techie’s job is to make it so that the performance is as best as it can be. Our best job is if no one notices we’re there. We’re making sure [an actor’s] voice is louder, moving the stage lighting, making sure their face is well visible.
What is the process of being a techie? We don’t really get involved until about a couple of weeks before we start building the stage. Then a week before tech week, we’re hanging up speakers, running cables, getting everything prepped.
What is the most difficult part of being a techie? Probably just long hours, and being in here whenever they need [me].
What is the best part of working on a musical as a techie? Bonding with everyone. This is pretty much a new crew. I didn’t really know anybody, but now that the musical is going on I get to [meet] new people, hang out with them and get to know them better. ENTERTAINMENT / THE WHIRLWIND 27
Women WOODS OF
Woods isn’t just for boys: Analyzing the stigma behind being a female in carpentry BY Jenna Thomas and Kaden Strametz
I N A C L A S S of a couple dozen guys, she ders as it may seem. “I am a normal person who stands apart as the only female in the room. just likes to do the same things they do,” she said. Through physical labor, loud machinery, and pure “I respect them, they respect me.” hard work, sophomore Lexi Chido continues to Find these female When asked how he believed the imbalance in carpenters on do what she has always enjoyed doing: woodworkthe industry and in classes could shift, Hall emInstagram: ing. phasized changing perspective. “It’s working with “Before I started high school, I kind of alyour hands and lifting stuff, maybe, and it just has ready knew I wanted to do woodworking. My dad that male vibe to it, but it doesn’t have to,” he exhas a shop, and he builds stuff all the time,” said plained. “It shouldn’t be that way because a girl Chido, who is currently in Woods III. Chido grew can do it just as good as a guy can.” Hall backed up spending a lot of time outdoors this by referencing a project he pitched for class, and has always enjoyed crafting and believing he saw the girls take more time on debuilding things. “It’s satisfying to tails and quality in the wood-cased pens they were make something you put all your learning to make. hard work into,” she said, referenc- @Samryan_designs Similar to Hall, Chido believes the answer is Sam Ryan ing a completed nightstand project. simply that girls should not be afraid to do what Custom furniture “It’s handy just to know I made they enjoy. She believes that girls who really enand interior design that, and I’m using it every day...It’s joy woodworking would do it in spite of the guys just a nice life skill to have, I think.” “bothering” them. “You have to know it’s gonWoods is a class taken by mostly na be loud, and you have to make noise and hit males. Woods student teacher and things and do lots of stuff that’s loud,” she said. SOPHMORE former head custodian Ricky Hall “It’s hard to change it because [people think] guys Dawn Lumpkin believes this should be changed don’t allow girls in woodshops, but that’s not the somehow. “If you were to see a recase. If you truly like it, you should go out and ally cool cabinet or something — a nightstand or do it.” a piece of furniture — then you heard that a girl According to National Center for Education made that, you’d be like, ‘Wow, that’s pretty cool.’ @littlebarefurniture Statistics, an average class Ellen Smith Well, why?” he asked. Hall, who has worked in size for teachers in departMother, wife, the carpentry business since high school, thinks mentalized instruction for woodworker, the outside perspective doesn’t match reality. “I high schools in Oregon are designer think the [perception] is that it’s more of a guys 28.1 students as of 2011thing, and typically you see the majority of people 2012, however for Lumpthat do carpentry are males. That doesn’t mean fekin’s classroom “there’s like males can’t do it.” nine boys and I’m the only Sophomore Dawn Lumpkin is currently in girl in that class.” She isn’t Woods II, and she believes the stigma stems from the only one to have been how different girls and boys tend to seem. “Everyin a similar situation. Senior body grows up saying, like, ‘Boys can do this acArianna Branson, who took S E N I O R Arianna Branson tivity, girls do this activity.’ So with it being a more Woods I last year, recalls @diyhuntress manual labor activity, I think they just put boys there being “three other girls besides me...[and] Sam with it more than they will see girls in it,” Lumpkin Full time psychologist more than 20 boys.” How can we fix an imbalance and woodworker said. “I don’t think many girls grow up just going such as this? Branson believes advertising the class out and building things, so not many girls sign up is the key to bring more females into the class, “I for it because they’re not used to it.” think they just need to advertise it more, try to get Within the classes themselves, Chido feels PROFILE PHOTOS it out there, and talk to girls about it. I don’t think USED WITH there’s not as big of a culture gap between gena lot of kids here know much about it.” PERMISSION 28 THE WHIRLWIND / MARCH 2019
WOODS T E A C H E R Jeff Hawkins explains the project his third period Intro to CTE class will be working on for the next six week cycle on March 15. Since CTE is required for freshmen, the number of girls and boys enrolled is more balanced than in the upper level woods classes.
Kaden Strametz
“I think the [perception] is that it’s more of a guys thing... That doesn’t mean females can’t do it.” RICKY HALL WOODS TEACHER
Jenna Thomas Jenna Thomas
“I am a normal person who just likes to do the same things they do.” LEXI CHIDO SOPHOMORE
FROM THE HALL TO THE SHOP Ricky Hall’s journey from custodian to candidacy for the next woods teacher
It’s after school on March 12, and Ricky Hall is scrubbing pencil drawings off a desk. “I don’t have a Magic Eraser for this right now,” Hall says. Just minutes before, he was guiding students as their Intro to CTE Woods student teacher. Hall has been head custodian for over five years, but with a history in carpentry, he is a “very probable candidate” for possibly replacing the woods and Career Technical Education teacher Jeff Hawkins upon his retirement. Hall currently works with Hawkins as his student teacher for the CTE classes for freshmen. “When I first started the student teaching part, the very first day, I was pretty nervous because I didn’t really know what to expect,” With no solid plans after graduation, Hall got his start in carpentry by following his brother’s footsteps. “Out of high school, I didn’t have any direction. I didn’t know what I wanted to do, and my brother did carpentry in school. A cabinet shop hired [him], and he worked for them pretty well,” said Hall. With his brother’s good reputation, Hall was able to get a job. “They hired me right out of high school, and it kind of worked out because I didn’t have any plans.” “I bounced around to other cabinet shops, and now I have my own shop at home and do a lot of work out of there.” With a job opening for a custodial position as West Albany available, Hall decided to try something new after being in the industry for so long. “I was tired of the daily grind, and now I kind of miss that part,” he said. Hall’s time in the trade gives him plenty of experience, but he’s working toward meeting all the requirements needed to be a teacher. “In order to become a CTE teacher, you have to have so many hours of experience in the trade. It ends up being just a year, I think. But you also have to do some schooling. There’s some classes I’ve been taking at Eastern Oregon online,” said Hall. Though nervous at first, Hall seems to have grown more comfortable in the classroom. “After this last six weeks, I feel like I’m a lot more confident in the teaching part,” he said. “[Teaching is] probably going to be my last stop.”
ENTERTAINMENT / THE WHIRLWIND 29
LOL means love you lots, right?
Relationships between teens and their parents are often quite strange and frail. How does this transpire over text messaging? BY Megan Carroll
A LOT OF TEENS IN HIGH school are testing the waters when it comes to their freedoms. Will their parents allow them to go out tomorrow night? Are they going to have to go to their cousin’s dog’s breeder’s mother’s dinner party? Can they go to a movie with their friends? These questions can lead to some awkward encounters between parents and their teens. It’s obvious teens have odd relationships with their parents, but how does this relationship transpire over text messaging? There are some apparent trends with how parents text their teens, if they really text them at all. Moreover, it seems apparent teens do not text their parents equally. Out of six students interviewed, four students said they texted their moms more. These conversations with their moms tended to have some interesting stories, and the one student who said their dad texts them more often talked about the cool text messages he does get from his mom. Senior Oria Hales’s mom is a flight attendant, and Hales’s dad works locally, so texts from their dad are more frequent than texts from their mom. However, their mom sends pictures from her adventures. Sophomore Elena Stein has a different experience when texting with her parents.
30 THE WHIRLWIND / MARCH 2019
Although most of her texting conversations with her parents are “normal,” she said her last conversation with her mother was an interesting chain of messages “The last conversation we had was about her reading my Instagram messages, and [she was] wondering whether or not I was gay,” said Stein. “I just have a lot of inside jokes with my friends.” Seniors Shan Athwal and Leslie Gamboa said when there is a need for important conversations with their parents,
“The last conversation we had was about her reading my Instagram messages, and [she was] wondering whether or not I was gay.” ELENA STEIN SOPHOMORE
they are talked out face to face. However, Athwal added important reminders and such are sent to him over text. Gamboa’s most important texts with a parent tend to be check-ins, but most of the time, the conversations are just casual. Senior Riley Clark’s mom uses the talk-
to-text feature. As many know, there can be a lot of varied messages if talk-to-text is used. Words like “sec” turn into sex, cry can turn into try, and so on. If a train passes by and you have to stop, some may not think about the fact their phone is still recording their voice for a text. This was the case for Clark’s mom. “She was on her way home, talking to text, when a train came by,” Clark said. “ She had to stop and the message I received was, ‘Oh, sh*t. F***ing train.’” Of course, the next text her mom sent was letting Clark know she did not mean to send that message. Overall, it seems students text their parents for everyday things, and when there is an issue which needs to be addressed, face to face interaction is still most prominent. Except for some irony, Stein says. “I get ironic texts like, ‘This is the last text you’ll see for the next two weeks.’” Even though social media makes it seem like parents and teens have mostly strange interactions over text, a lot of parents in the West Albany community use texting as a tool to check in on their kids. Yes, there are some very funny interactions, but overall, the trend seems to be that texting is more of a way to stay involved in each other’s lives.
TTED
SP
MY BEST WORK
Six years ago, Psychology teacher Kyle Hall’s infamous phrase “choose not to suck” was born. At the time, he was teaching an essential skills math class, and a student kept complaining about how he was so bad at geometry. Fed up, Hall raised his voice and said, “You are choosing to suck right now.” He asked the student a list of things he could be doing to improve and understand. After this, he continued to use the phrase “choose not to suck,” taking a humanistic approach to tasks such as having a positive outlook on life and working harder at difficult things. West Albany alumnus Nikki Daugherty painted this sign for him.
BY Geneva Mellison
This 3D artwork is done by Senior Freedom Sumit in just two of the many art classes she has taken.
A student brought a toy camel back from Bangladesh about four years ago for their math teacher Cole Pouliot, and shortly after, a hiding game was developed by the students in his classes. Pouliot started putting the camel on his projector on Wednesdays— hump day—to remind himself of early release. The custodians started to hide the toy in different spots in his room, and a game developed. The rules are that it must be in the room, visible, and another object cannot be moved in the hiding process. The game still goes on today. Ask Pouliot about the best hiding spot he has seen so far.
Sumit explained this ring is about balance and unity within a person’s life.
From 1995 to 1997, science teachers Chris and Shana Hains went to Lesotho, South Africa, for the Peace Corps
She said this sculpture represents the realization people have as they get older that you only have so long to live a fulfilling life.
three weeks after getting married. They were part of a community with other peace corps volunteers and taught agriculture in schools to help improve the town’s nutritional health. They were staying a five hour walk from any road and had no car, electricity, or running water. Chris Hains says he loved the simplicity, but it could get dull sometimes. The winters were cold, the days were short, it was physically demanding because you had to walk everywhere, and the daily chores took a long time. The Hainses are still connected to Peace Corps volunteers they were closest with. It was difficult when they left because of the strong bonds they had formed with people and the fact they had to go their separate ways after living so close for years.
ART TEACHER Babette Grunwald
HEAD 2 HEAD
She believes Pablo Picasso is one of the most important artists because he made his work during a period of time where art changed. He is most known for his cubism painting, but he also created sculptures and experimented in different medias. Grunwald said, “I’ve seen a lot of his art in Spain and in the U.S., which makes me appreciate him more.”
Who is the most influential artist in the world?
ART TEACHER Casi Brown
She believes Marcel Duchamp is one of the most important artists because of his influence in conceptual art. He was a cubist painter and was in a surrealist art movement in which Brown said he “began to push the boundaries of what art was— like when he put a urinal on a pedestal and called it art.” His work opened up a new realm for modern art. ENTERTAINMENT / 31 THE WHIRLWIND
MAR VELOUS
MARVEL M A N
BY Magggie Bedrin
STAN
LEE
IS
Students share their emotional responses to the death of legendary creator Stan Lee
THE
mind behind many famous Marvel characters. At the beginning of his career, he partnered with artist Jack Kirby to make The Fantastic Four in a comic company, now famously successful. Through their teamwork, they created Spider-Man, The X-Men, Hulk and Thor. Stan Lee passed of congestive heart failure on November 12, 2018, at age 95. Which is your favorite Marvel character, Spiderman, Captain Marvel, Thor, Ironman, and Captain America? Responses from a survey from 77 students.
ERIN MALONEY JUNIOR
My favorite superhero is: Spiderman Stan Lee inspired me to: create comics
JARED JOHNNESEN SENIOR
My favorite superhero is: Spiderman Stan Lee inspired me to: create 32 THE WHIRLWIND / MARCH 2019
“[Stan Lee inspired me to create, and I thought] You’re young and you don’t know what you’re doing… I kind of felt that way about art… because there are a lot of people out there that are like ‘I’ve been doing this for years. I know what I’m doing,’ so I almost feel scared to jump into it.”
“I think people were not nessarily sad when he passed away just because...he was a great person and he was very old and left behind a lot of legacy with Marvel.“ “[He
taught
me]
to
be
creative.“