Whirlwind issue 3

WEST

ALBANY JANUARY 2018 / ISSUE 3

WORLDS APART Lack of bilingual educators, resources leads to divide in services between West and South

EQUESTRIAN

A small team with big dreams

NET NEUTRALITY How will its repeal affect you?

AIR GUITAR

Where did the tradition come from?

SAFE HAVEN

Local animal shelter braces for an influx of puppies

INSIDE

CONTENTS

SPORTS See what sports WAHS teachers played in High School PAGES 20-21

OPINION Why is it so difficult to stick to New Year’s Resolutions?

PAGE 15

ENTERTAINMENT See what 70’s, 80’s, and 90’s trends are making a reappearance PAGES 28-29

NEWS The Robotics team gears up for the 2018 season PAGE 7

CONTACT US C or r ect ion s and L e tt er s t o t h e Ed i to rs P lease sen d c orrec ti ons or c om m en ts on thi s i ssu e to: w a h swh irlwind@gmai l .c om

NEWS Editors’ Letter PAGE 3 SAHS E.L.P PAGE 4 Safe Haven PAGE 8 S.A.D. PAGE 10 Features PAGE 11

ON THE COVER West Albany’s lack of an English Language Learner program creates a demographical division

OPINION Staff Editorial PAGE 12 West vs. South PAGE 12 Trump Editorial PAGE 14 Dress Code PAGE 16 Net Neutrality PAGE 17 Features PAGE 18

2 THE WHIRLWIND/ JANUARY 2018

SPORTS Girls’ Crowds PAGE 19 Polar Plunge PAGE 22 New Trainer PAGE 23 Equestrian PAGE 24 Features PAGE 25

ENTERTAINMENT New Year New Me PAGE 26 Air Guitar PAGE 27 Finals Stress PAGE 30 Musician Profile PAGE 31 Features PAGE 32

THE WHIRLWIND STAFF

A FRESH START

Second semester can be a lot to take in for students. It brings with it the finality that there is one semester left of the school year, and the prospect of a whole new half a year of possibilities. A lot LETTER FROM of fun comes with it, but also a fair amount of stress. Some students look forward to cherished T H E E D I T O R S traditions such as Air guitar and the Old Skool Dance, while for others, the stress of finals creep into their minds, and it becomes a breakneck race to get the best grades possible.

With the new semester fast approaching, students may reminisce on the ups and downs they CHASE LAPERLE faced throughout the previous year, or search for WILL RANDALL ways to make the new year even better than the last.

Similarly, second semester goals can resemble the New Year’s resolutions students set previously. Students look forward to the new classes, athletes prepare for the upcoming spring sports season, and teachers look forward to summer vacation. The new semester brings with it optimism, fear, and knowingness as students have already undergone 18 weeks of hard work.

EDITORS-IN-CHIEF Chase LaPerle Will Randall MANAGING EDITORS Curtis Allen Kate Looney COPY EDITORS Megan Carroll Amber Stefan BUSINESS MANAGERS Emily Haarstad Jordyn Lockwood ART DIRECTOR Jacqueline LaPlante PHOTO DIRECTORS Brianna Graunitz Geneva Mellison DESIGN DIRECTOR Kaden Strametz PUBLIC RELATIONS Alizah Bueno NEWS Malachi Murphy Vada Shelby OPINION Mattea Helman Jonathan Perkins SPORTS Ruth Nash Kane Weekly ARTS & ENTERTAINMENT Jordan Andreas Jaden Rodriguez STAFF Maggie Bedrin Illa McCaulou Hayley Harlan Braxton Reece Mackenzie Wang Abigail Winter Kailee Young ADVISER Michelle Balmeo CONTACT wahswhirlwind@gmail.com

JANUARY 2018 / WHIRLWIND 3

ELD: More than one language

BY Mackenzie Wang

IMAGINE GOING TO S C H O O L and not being able to understand your teachers. Your homework is gibberish, the textbooks are nonsensical, and the well-meaning tutors aren’t any help at all.

For students who were not raised in a household where English was the first language, navigating the classes and comprehending the assignments is a unique battle most of the school population couldn’t imagine.

But for these students, English Language Development programs offer the support needed to learn English while continuing to advance in other subjects as well. For English-learning high school students in the Greater Albany Public School District, the entirety of the ELD services are concentrated at South Albany High School.

Around eight years ago, the school district developed the ELD program and arranged it to be concentrated at SAHS, while WAHS was selected to house a more extensive program for special needs students.

Sean Saxton, former SAHS science teacher and current WAHS Assistant Principal, thinks the arrangement “was more of a resource allocation. If [the school district] put all the resources, all the money, and all the teachers in one location, they could make a stellar program… I know the ELD program at SAHS is excellent.”

Heather Huzefka, the district ELD coordinator, explained that having the ELD program at SAHS depended on population demographics. Currently, there are 20-25 students at SAHS who qualify for ELD services, compared to the at most five students at WAHS. “It came down to funding, teachers, the number of hours we could afford to employ teachers, and how evenly we could disperse these teachers through the grade levels,” Huzefka affirms.

A big reason students are able to demonstrate proficiency in English and test out of the ELD program by high school are the supports at the elementary and middle school level. According to Huzefka, there are about 70 students at SAHS who have tested out, and approximately 15 at WAHS. The Dual Language Immersion program is a program at South Shore Elementary School and North Albany Middle School where students are taught in both English and Spanish; the goal of the program is to preserve a student’s home language and encourage biliteracy. Students who attend these schools receive extensive instruction through these programs, and students who attend different middle schools get help from their ELD teach-

“I think after first or second grade, my family and I decided my English was at the point where I didn’t need the services anymore,” said WAHS sophomore Chris Sanchez. “I think I have the same opportunities here at this school that anyone else would have.”

For Sanchez, the draw to attend West instead of South was the course offerings, and especially the band program, including the wind ensemble that he is currently a part of. For others like E L D C o o r d i n a t o r sopomore Manuel Maciel, the deH e a t h e r H u z e f k a cision to attend West and decline ELD services at South was based on his level of confidence in his own abilities.

“I decided to decline ELD services because I don’t need it,” Maciel said. “I’ve been practicing at home and getting help at school, so I want to stick with what I know.”

Though most ELD students have exited the program and no longer need services by the time they are in high school, Huzefka believes there is still room for growth. One improvement the program has made over the last decade is the level of parent outreach: there are over 20 members in the school district who are fluent in Spanish, which is 10 times more than 10 years ago.

“We need to support them to share what they know.”

4 NEWS/ JANUARY 2018

GAPS

Keeping the Culture: Dual Immersion

BY Geneva Mellison

talk to them. talk to them. Before more bilingual or Spanish speaking staff members were hired, parents used to child’s life at school from their kids.”

As much as the ELD program has improved over the past decade, there are still changes and improvements that could be made. Huzefka mentions having a more focused attention on students who are being monitored.

Currently, the district sends letters to parents of past ELD students to inform them of their child’s monitoring status. Then the district will check in on students’ academic performance during normal check-in points. If there are subjects or classes that monitored students are seeming to struggle with, the district gets a staff member to talk to them and find out if they need additional support.

Huzefka points out, “While native English speakers work in school to learn content English Learner students (ELs) work in school to learn the language while also learning the content. For example, ELs go to school and learn math, while also learning the language they need to know to understand the math problems.”

Huzefka explains that though students may not be able to express it in English, they have a lot of existing knowledge and skills.

“We need to support them to share what they know,” Huzefka said. “Conceptually, being a part of the ELD program opens up the mind to the capability of students…

It’s a wonderful feeling to see kids understand English and understand what they know and what they can do.”

T H E D U A L I M M E R S I O N P R O G R A M was created to provide additional aid for non-native English speaking students within the Greater Albany Public School District, whilst preserv. ing those students’ original languages as well. Simultaneously, native English speaking students are given the opportunity to learn Spanish at an age when they are more easily able to obtain a new language.

The program started in 2009 with first-graders at South Shore Elementary, and has proven especially helpful for Albany’s Spanish-speaking families who may wish to maintain the use of their native language. Today, there are 230 Hispanic-identifying students attending South Shore and 60 percent of the staff is Spanish-speaking. According to Kraig Sproles, the principal at South Shore, anyone looking into enrollment can apply, but not everyone will be admitted.

“In the short run, kids don’t learn English as fast, but they learn it better and keep their original language,” Sproles said.

According to Sproles, the school district could not support, staffing wise, another school with dual immersion due to the lack of bilingual teachers. Even finding bilingual substitutes is a challenge - there are only three in the entire district. Sproles wishes people knew that it doesn’t cost extra to run the program. In his words, it’s important “to show families we value them.”

Yet, the Dual Immersion program also presents a few issues.

For example, students who live within the West Albany boundaries, yet attend South Albany for its Dual Immersion program, are faced with a transportation conundrum.

This year, the first Dual Immersion program students reached high school and will graduate as part of the class of 2021.

PHOTO USED WITH PERMISSION OF KRAIG SPROLES

Students in a bilingual dual-immersion classroom at South Shore Elementary School work on classwork.

JANUARY 2018/NEWS 5

Quality Quotes: Dual Immersion

Insight from Dual Immersion educators at South Shore, North Albany Middle School

BY Mackenzie Wang

“I wish [Dual Immersion] would be treated as a district thing instead of a school thing.”

SOUTH SHORE ELEMENTARY SCHOOL PRINCIPAL Kraig Sproles

“Students have to choose between D.I. and elective, and it’s a sacrifice. Do they want to sacrifice something they want to try out for something they’ve been doing?”

NAMS ELD Coordinator Amanda Zengel

“[Having a Dual Immersion Program] communicates to families we value them.”

“I would like people to understand how challenging it is to be biliterate...I am in awe of the kids who do it, and some of that can go unrecognized.

I think it can be hard to see because there is no graduating class with a biliterate seal on their diploma. We haven’t had a graduating class yet, so there are no success stories, so sometimes we only see the struggles. However, the stories will come.”

NAMS ELD Coordinator Amanda Zengel

South Shore Elementary School Principal Kraig Sproles

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6 NEWS/ JANUARY 2018

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More than just a robot Computer design, strategy, pneumatics, graphic design all components of robotics team success

BY Kate Looney

A T F I R S T G L A N C E it looks like a normal classroom: groups of kids crowd around laptops and notebooks. Some sit with headphones on, working alone, while others are engaged in conversations or group work. Nothing appears out of the ordinary from a distance, but up close the differences become apparent. The kid sitting alone with headphones on is working on a graphic design project. The group conversation is actually a debate about robot design strategies. And in the corner, a boy sits making a robot out of cardboard, wooden dowels, and hot glue.

If you didn’t know it, you might not be able to tell that it was a robotics team meeting. The robot the boy in the corner was making was actually a prototype of the bot, which the rest of the team planned on building to use in upcoming competitions.

Outside of the classroom, other members work on a full size version. This all happens in a loft jam packed with building materials, tools, and eager team members.

They call it “The Hive.”

“It’s a technical hands on experience,” mentor John Norris said. “You get a lot of people that really want to build things and want to work with their hands and make a design and actually see it come to life.”

According to junior Ori Hales, in the past the team has spent anywhere from four to six weeks of the month and a half long “build season” actually assembling the robot. However, there are a lot of things pertaining to the build process that don’t involve the physical assembly at all. For example, a few members work on Computer Aided Design, or CAD. “[CAD] is an easy way to make sure pieces fit together and we have all the proper dimensions without physically building it ourselves,” senior Marcella Norris explained.“Instead, we create a 3D digital copy.”

There are also groups who work specifically on pneumatics, electrical, and soft-

KATE LOONEY

B U I L D I N G Junior Casey Smith works in The Hive, the robotics team’s building space located at South Albany High School, at the Jan. 16 robotics team meeting.

ware.

Back in the classroom, the whole team gathers and studies a spreadsheet, which breaks down the different risks of the game. Each year the competitions center around a different game in which the robot has to execute specific tasks to earn points.

Because the game changes every year, strategy is something the team spends a lot of time discussing.

The meeting turns into a debate with each student sharing their own opinions.

“1,000 geeks in one room, and they all have one central focus.”

MENTOR Eric Shilling

Some even share two or three times. Once everyone’s points of view are on the table, they decide as a team how to proceed for the rest of the season.

“With sports, it’s the same game all the time... If you know how to play it and you’re good enough at it, you can just do

the same thing every year,” Hales said, “but with robotics, it’s a new game every year, and you only have six weeks to prepare [once] you know what the game actually is.”

Other than all the aspects of the team involving the robot and the game, there are other tasks that aren’t related to the robot at all. Tasks like fundraising, graphic design, social media, and community outreach are all things the team has to address.

In the end, all of these things boil down to the competition. Mentor Eric Shilling explains it as “1,000 geeks in one room, and they all have one central focus.”

However stressful competitions may be, junior Melissa Smith describes them as being a lot of fun. “A lot of [what makes the team unique] is our competitions and the things we do at the competitions because our team is really dorky,” Smith said.

“Last year, our tradition was before every match we’d link arms and yell ‘Never Gonna Give You Up’ at the top of our lungs.”

This season, the team has its first competition on March 9th and 10th. According to Marcella Norris, they hope to make it back to the Pacific Northwest championships, which they competed in last year, and score even better this time around.

JANUARY 2018 / WHIRLWIND 7

Finding a Safe Haven

Local animal shelter encourages adoption as “puppy season” approaches

BY Malachi Murphy and Vada Shelby

PUPPIES STARING THROUGH the bars of their cage, children’s eager faces meeting them, and over it all the begrudging sigh from their parents, too small, too large, or wrong breed; the scene at safehaven animal shelter paints itself. The place to adopt all sorts of animals, however, is currently at the cusp of a big adoption event: Puppy Season.

According to the American Society for Preventing Cruelty to Animals (ASPCA), “Approximately 6.5 million companion animals enter U.S. animal shelters nationwide every year. Of those, approximately 3.3 million are dogs”. The Albany-Tangent area is home to safehaven, the adoption center that has been serving the community for several years. Safe Haven also has a thrift shop on Old Hwy. road in the Tangent area run by dedicated volunteers. The volunteers of the Safe Haven community have lots of work cut out for them, and as employee and West Albany senior Katie Storm puts it, “We are always looking for more volunteers, and if your parents are

3.9 Million dogs end up in shelters in America each year.

According to the ASPCA

up for it, foster families!”

The start of a new year means a lot of different things for businesses, but it means something unique to the staff at Safe Haven: puppy season is coming. Puppy season is from spring to summer, and occurs because of the large influx of puppies to the shelter, leading to an increased rate of adoptions. Brittney R., staff at safehaven, says “it just gets busy” during puppy season.

“Some dogs have sad stories,” Storm said, “and it’s great to be able to help them and find them homes. Every dog is walked three times daily no matter the weather, and there is an indoor playroom where the dogs are rotated through sometimes. In the summer there are pools and other small outdoor toys, and depending on a dog’s temperament and mood, it may be chosen to be a model for our training classes”.

Safe Haven is a clean facility with friendly dogs and lots of opportunity for them to get socialized.

How to foster a dog: Visit Safe Haven: Go see what kind of dogs they have and what animals are needing foster care. An animal might need to be fostered if it is newly born, pregnant, or ill.

8 NEWS/ JANUARY 2018

Apply: There won’t always be an animal needing immediate foster services. If that’s the case, you can fill out an application to be a foster parent and Safe Haven will notify you when there is an animal in need.

Wait: While you wait, you can visit Safe Haven and become a registered volunteer! Foster parenting is considered a type of volunteer work, and all animal medical expenses are covered by Safe Haven.

Featured Dogs of January

Adoption Process

Meeting:

take the time to find a dog you like and make sure you go well together!

Name: Sally Age: 1 year Gender: Female

Very energetic and loving Adoption fee: $225

Name: Mazie Age: 6 ½ years Gender: Female

Qualifies for the senior for senior discount Adoption fee: $165

File Review:

Safe Haven takes the time to make sure you know your new pet’s medical and personal history.

Paperwork:

Sign the adoption papers and get everything in order.

No name Age: 4 years Gender: Female Spayed

Adoption fee: $200

Photos by Malachi Murphy

Name: Addy Age: 2 years Gender: Female

Affectionate and good with other kids Adoption fee: $200

Go Home:

After completing the three previous steps, you are ready to start a new life with your pet.

JANUARY 2018/ NEWS 9

We’re in a Dark Place

How Albany’s dismal weather could contribute to a unique mental disorder

BY Illa McCaulou

The chemicals that cause happiness seratonin dopamine oxytocin endorphins

WITH ABOUT 117 days of rain, averaging 42 inches of rain per year, Albany’s climate is the perfect recipe for Seasonal Affective Disorder, or SAD. In its essence, this disorder is a form of depression that varies depending on the seasons and weather. For those affected, dark and rainy days can cause fatigue, insomnia, anxiety, and even thoughts of self harm.

According to Mental Health America, “About five percent of the U.S. population experiences seasonal depression.”

While this may not be a large percentage, many cases of SAD go undiagnosed. As one can imagine, it can be difficult for physicians to determine if someone has SAD or if they just don’t enjoy rainy days.

10 NEWS /JANUARY 2018

The MAYO Clinic also clarifies that “SAD appears to be more common among people who live far north or south of the equator.”

When Señor Garrett Lack, a West Albany Spanish teacher, moved from California to Oregon, he quickly understood what it meant to live “far north.” Before he moved, Lack said that he enjoyed riding his bike to work everyday; it gave him time to think. Now that he lives in McMinnville, his mornings are quite a bit different.

“It’s tough when you leave for work in the morning and it’s pitch black, and then you come from work and it’s still pitch black,” he said, glancing out the window.

Despite his morning rou-

tine being offset, Lack hasn’t found Oregon weather depressing. “When you live in a place that is incredibly sunny, you get fed up with the sun. I enjoy having the rain,” he said brightly.

On the same optimistic note, Oregonians admit they owe a lot to the unending rain. Many teens at West Albany enjoy the outdoors, the green scenery, and even days when the sun never makes an appearance.

Senior Esther Bugge shares in the positivity by saying, “I like rain; it makes me happy and reminds me of home.” But those who suffer from SAD, don’t see it like Bugge does.

When asked, senior Diego Casillas said that weather “definitely” affects his mood, though he doesn’t have Sea-

sonal Affective Disorder. “ If it’s a rainy Sunday morning, I just want to curl up and watch soccer,” he chuckled.

SAD is difficult to diagnose, but there is an easy way to treat symptoms without the help of a doctor. Many have found that “Happy Lights” or substitutes for natural light, help them deal with Seasonal Affective Disorder. So now, as we transition from Winter to Spring flood season, remember that people could be struggling with much more than “the winter blues.”

Climate Change THE FOUR WAY

Effects on the planet, country, state, and Mid Valley

BY Megan Carroll

In Oregon: Sea Levels Rise Worldwide: Carbon Emissions Fast Facts

1.

In 2016, the amount of carbon dioxide in Earth’s atmosphere was the highest it’s been in 3 million years.

2.

11 percent of deforestation has been caused by greenhouse gases. These are gases in the atmosphere which absorb and emit energy that are caused by humans.

3.

Areas of coastal regions larger than New York City are destroyed every year, which causes carbon dioxide to be released into the atmosphere.

4.

It would take $140 billion a year to make changes that would help humans adapt to the warming globe.

In America: Weather Patterns

The CSSR, or Climate Science Special Report taken by the U.S. Global Change Resource Program, recently posted a study showing how ocean levels will continue to rise and severe weather patterns will become more intense. A recent example of this would be the many hurricanes the United States experienced this past year. According to the study, the number of disastrous hurricanes will continue to increase coming from the Pacific and Atlantic oceans in the near future, along with rising sea levels, intense heat waves, record breaking high temperatures, and more severe heavy rainfall.

JACKIE LAPLANTE

Projected rise in sea level data through 2100, according to the National Academy of Sciences

Although many don’t think climate change will affect the Mid Valley, recent research has shown how the flooded coasts and an increase in wildfires, located in the Cascades, will affect not only the well-known landscape of Oregon, but also indigenous people, and Oregon’s economy. According to the third Oregon assessment report, Native American communities and Oregon’s economy could significantly be harmed by a decrease in snow in Eastern Oregon — causing a warming up of rivers and streams that will limit the route of certain kinds of trout and salmon. The affects of climate change are already taking place. According to the report previously mentioned, in 2015, the lack of snowfall in the Cascades were the starting point of the many wildfires and drought along the Pacific Northwest. Diseases also thrive in warmer climates, which is already taking place in forests located in the Pacific Northwest. The sea level rise has been calculated to be about 12-47 inches in Newport, which may cause many residents to relocate.

In the Mid Valley: Plan Book

US NATIONAL GUARD

Texas National Guard was deployed by Texas Governor Greg Abbott to help during Hurricane Harvey

The threat climate change has on crops has provoked many people across the mid valley to make a change.

Eugene has had a climate change plan implemented since 2010 and Corvallis has been working on a plan since 2015.

Albany put a Natural Hazard plan in place January 2016 that added in the dangers of climate change into the plan book.

Rising temperatures, change in species routes, drought, and increase of wildfires are posing a threat to our community; but Albany’s plan includes evaluating city escape routes, updating emergency notification systems, and undergoing a seismic vulnerability test. Albany’s plan can be found on the City of Albany website.

JANUARY 2018 / NEWS 11

12 OPINION / JANUARY 2018

SALAAM – Persi AHN-YOUN

OLÀ – Portuguese

HALO – Bahasa Indonesia

plorará las necesidades, los pros y los contras de tener un programa de ELD. If you were lost or confused with what you just read, you have a glimpse of what an average day as an English learner experiences. Every language, ethnicity, and background is different, unique. However, a lack of English proficiency can cause issues for students.

The English Language Development program, or ELD, has been an academic benefit for a multitude of students, specifically those who grew up in a non-English speaking household. The program starts in grades K-5. From there, it continues through middle school and extends to high school.

While West Albany High School does not have an ELD program, South Albany High School does, a decision that allows for the pooling of resources to — theoretically — offer a stronger program to serve students. In a sort of exchange of resources, West Albany houses a EDITORIAL more intensive special education The opinion of program. the Whirlwind Since there aren’t programs editorial board offered universally at all schools, some students are recommended to attend certain schools so they can participate in said programs. But is this a modern form of segregation? Based on the demographics, one could argue that, yes, it is. West Albany High School had an 11.03 percent Hispanic population last year, and South Albany High School had a 25.86 percent Hispanic population, according to last year’s Oregon Department of Education school report cards. By only offering ELD programs at one high school, students and their families are sent the message that they must only succeed at certain schools due to their ethnic background.

Although there are good intentions behind having the ELD program at one school, such as concentrating resources to create one strong program instead of multiple weak programs, there are some underlying concerns.

A primary concern with this arrangement is the racial and social divides between the schools. Both schools have a majority white student body; however, last year South Albany High School had a significantly higher Hispanic population (344 students) than West Albany (161 students). As a result, South Albany appeals to the non-English native speaking population, thus creating a gap in diversity amongst the schools, leading to little representation of the Hispanic culture at West Albany. The ultimate result is the perception that there is a “Latino” school and a “white” school, even though both are majorly white.

NAY HOH – Cantonese

H O L A . ¿ C Ó M O E S T Á S ? E S T E A R T Í C U L O ex-

MERHABA – Turkish

How a lack of Hispanic representation within school districts creates a divide

ZDRAS-TVUY-TE – Rus

French -- Bonjour

GAP

SALEMETSIZ BE? – Kazakh

The Language

SALAMA ALEIKUM –

WAHS students who identify as Hispanic

161 of 1,459 11.03%

But what can be done about it? The Greater Albany Public School District can’t afford an ELD program at every school. There’s not only a lack of resources and funding, but there is also a shortage of applicants who are both certified in teaching and bilingual. One possible solution for the lack of applicants could be to offer supporting positions to bilingual community members who are not certified to teach.

This could potentially open the door for more applicants, thus leading to a greater bilingual support staff at all schools.

Understandably, schools can’t make an individualized program for every student. The district doesn’t have enough resources to provide ELD at every school. Though a certified, bilingual teacher is a preferred choice, there aren’t enough applicants. Yes, the segregation of ELD, and more recently,

d W o p

1 A A E t a h o

For a full explanation of the district ELD program, see page 4.

– Russian

NAMASTE – Hindi MARHABA – Arabic KONNICHIWA -- Japanese

Persian (Farsi) YOUNG-HA-SE-YO – Korean

NI HAU – Mandarin

JAMBO – Swahili

M – Hausa

Ciao -- Italian

SZIA – Hungarian

Danish -- Hej

SAHS students who identify as Hispanic

344 of 1,330 25.86%

*according to last year’s Oregon Department of Education School Report Cards

dual-immersion students creates a cultural division between West and South, but there’s no simple solution. The development of the ELD program at South Albany created opportunities for students who need more specialized learning.

There may be hope for the future, though. Approximately 18 percent of the current high school student population in Albany identifies as Hispanic. That’s roughly 500 students.

Although not all of them will be perfectly proficient in both English and Spanish, and certainly not all of them will want to be teachers, maybe a few will, especially with the support and encouragement of others. Although they might not have all the support they need now, they can be the support others need in the future.

First impressions

How WAHS is seen by a former SAHS student W H I L E I W A S A L O N E O N A P L A N E to a different state, my transfer went through. The message gleamed across my phone screen and the strangers seated next to me flinched at my squeal of joy. My heart soared because at once I knew: I wouldn’t be alone anymore.

After finishing my second year at South Albany High School, I made the decision to apply for a transfer to West Albany. South was truly a magical experience that I will never be able to match, but it was not what I had expected at all. West is wildly different in that it is exactly what I expected from a high school. Despite my disdain for the ordinary, I was better fit to be a Bulldog.

One obvious difference between the two schools is the literal structure. South has an open campus where you can catch a few raindrops in fall, see the first snow in winter, pick daisies in spring, and even get sunburnt in the final days before summer. I got to experience all of these things on ordinary days walking to class. At West, crowded hallways with strange nooks and long lines of lockers are on display. West’s attempt to orient BY HAYLEY-MAE me with constant repetition of the “waffle iron” analogy was pointless—just like the numbered buildings failed me at South.

Even after many months at both schools, I still run the risk of becoming lost.

While at South, I had the privilege of practicing theatre under my incredible director, Benjamin Sell. Some of my best memories are from the Elizabeth Bentley theater and its ghost, Cuthbert. The theatre program at West is smaller and I haven’t tried out for any shows, but walking into the Little Theater still feels a bit like coming home.

I was overjoyed to find that a few of my favorite things didn’t change during the transfer. West’s band plays ‘Hey Baby’ with the same elation as South’s. Hearing it reminds me of my best friend, who also left South. Both dance teams are hard-working and love what they do. I’m thrilled to have the opportunity to watch them perform. I’ve formed endearing bonds with lunch servers, seen the Friday night lights, and been to unruly pep assemblies, just like I did before.

When talking to my friends, I still hear myself refer to South as “my school” and West as “their school”. It can take a while to really feel at home somewhere, and I often wish I could’ve stayed at South. I miss the intricately woven traditions; the complex social network; the foundation of camaraderie that I built in that space. I have so much love for that school, yet I know that I made the right decision.

West has already been an adventure. I was welcomed with open arms, found and lost an incredible boyfriend, and have been taken care of by the staff, who put immense effort into their jobs. I want to thank South for the memories, and thank West for becoming a new home.

JANUARY 2018 / OPINION 13

Why President Donald Trump’s bigotry and other misdeeds should get him impeached

BY Mattea Hellman

F R O M S A Y I N G H E would date his own stepdaughter to calling a native american Senator Pocahontas, Donald Trump is one of the most problematic presidents to date. Al Green, a Democratic representative from Texas, explains the major concerns surrounding President Trump: “The question isn’t whether we have a bigot as President. The question is: What are we going to do about it?”

What are we, as American citizens, going to do about this problematic and irredeemable government official? The simple answer is impeachment.

Some of the more notable questionable choices Trump has made so far are as follows: he repealed the Affordable Care Act (Obamacare), set in motion travel bans on immigrants and refugees from majorly Muslim countries, increased the national enforcement of deportation of immigrants, continued his pro-life support by signing H.J. Res. 43—HHS Title X Funding for Planned Parenthood Rule, increased military spending by billions of dollars, ordered a missile strike on Syria, allowed construction of the Keystone pipeline, fired former F.B.I director James Comey, and has called African nations less than favourable names.

This is a mere few on a list of many.

For me and many others, recent controversial politics have broken up relation-

ships and even caused even disownment of family members. It’s hard to have dinner with your aunt when you keep thinking back to her facebook post about how “the gays are going to hell.”

16.4

percent of voters say they have stopped talking to a family member or close friend as a result of harsh political opinions according to an online poll by the Reuters/Ipsos organization

It’s been said that these issues shouldn’t interfere with personal lives, but these are human lives on the line based on the rulings to come.

When you’re anti-immigration, you’re enabling the destruction of families involving immigrants across the world. When you oppose equality for the LGBT community, you lack acknowledgement of those people’s very identities. When you choose not to condemn the violent white supremacists marching in Charlottesville, you are sup-

porting racism and narrow-mindedness.

Trump’s political statements on topics such as these are rash and ignorant, and his stances have been clear from the start.

As modern teenagers, politics seem sort of mundane and useless to us at this point.

But what Trump does to our country right now, the culture he creates for us, the examples he sets, we will have to live with those effects for the rest of our lives. He sets a universal representative of what America is, what our nation stands for. Whatever he leaves after his term, our generations and many more to come will have to fix.

If our president is supportive of white supremacy, then why does it matter if members of our society preach that? If our president makes extreme stereotypes of races, genders, and religions, then why does it matter if social segregation continues? If our president is disrespectful to humanity and the American image, then why does it matter is we are too?

The original bill to impeach Trump was introduced to Congress on July 12, 2017, just over half a year after his inauguration and although all of Congress’ impeachment bills have failed thus far, more will undoubtedly follow. The president should be a role model for our youth- including us Millennials and Generation Z’s. We need to do better for our country and our own future. We need to do better than Donald Trump.

T H E F I R S T Y E A R : Official Congressional Bills that put the impeachment of Trump in motion JULY 12, 2017 115TH CONGRESS 1ST SESSION H.Res.438

“In violation of his constitutional oath faithfully to execute the office of President of the United States and, to the best of his ability, preserve, protect, and defend the Constitution of the United States[...]”

14 OPINION / DECEMBER 2018

NOVEMBER 8, 2017 115th Congress, 1st Session Issue: Vol. 163, No. 182 — Daily Edition

“I pray, Mr. Speaker, that this country will continue to reject what the inciter in chief, Donald J. Trump, has been causing this country to have to endure.”

DECEMBER 1, 2017 115th Congress, 1st Session Issue: Vol. 163, No. 196 — Daily Edition

``The case for normalizing impeachment.

Impeaching an unfit President has consequences. But leaving one in office could be worse.’’

New year, new me?

Not entirely.

BY

Kailee Young

“THIS YEAR, I AM GOING TO LOSE WEIGHT,”

she shouts into the crowd of others waiting for the ball to drop. “I’m not going to procrastinate!” “I’m going to eat healthier!” “I’m going to be nicer!” “I’m going to volunteer more!” However, they never did.

Many New Year’s resolutions are broken before the ball even drops and many more are lost before January is over. According to Statistic Brain, a research institute for statistics, only 9.2 percent of resolutions are completed before the year’s end.

The issue with many resolutions is that they are often too vague and require too much time. Other people get sidetracked, slip up, or just forget about them all together.

New Year’s resolutions are really just year-long goals. Thus, we should treat them as goals by putting them into the SMART format—the same tool used by many of our teachers.

SMART stands for “Specific,” “Measurable,” “Achievable,” “Realistic,” and “Timely.” When a goal has all of these components, it is more tailored to the creator and easier to keep.

JACKIE LAPLANTE

To add the “specific” piece is easy; all you have to do is make it more precise. For example, instead of “I want to lose weight” you might say “I want to lose 10 pounds.” A good cheat sheet is to think about the five questions who, what, when, where, why and answer them in your goal.

Making them more specific will make them easier to follow, and they could be used to follow along closely with the progress or drawbacks of the process.

Making resolutions for shorter periods of time will help make procrastinating more difficult. To make a goal timely, you need to think about how much time you will need to complete the goal, but don’t give yourself too much time because that can cause procrastination. Try giving yourself a reasonable time that is as soon as you can make it.

For example, you might say, “By April 1, I will lose 10 pounds. I will use a scale to measure my weight now and on April 1. To do this, I will start running four days a week to exert 500 calories and decrease my intake by 500 calories so that way each week I will have 7,000 fewer calories, resulting in two pounds of fat loss.”

Putting resolutions into the SMART goal format will also help solve the question of “how.” Setstudents ting a measurable goal will

12 people tried to improve body compositon.

7 already quit. *According to a survey of 91 WAHS

give the goalsetter a better idea of where to start and how to make the goal last. To add in a measurable aspect you need to put in numbers and ways to measure out what you want to complete, so if you wanted to lose weight a more measurable way to say that would be to say, “I want to lose X amount of pounds. I will measure by a scale.”

Adding the attainable piece can be difficult unless you just think of it as what will you need to accomplish this goal. There are many different items that can be used to measure a goal. When writing your goal, write down exactly what you will need and how you are going to get that item if you don’t already have it.

Resolutions should be more realistic, using time frames and quantitative goals. With these components, goals will feel more optimistic and setbacks won’t feel so detrimental.

Being realistic with goals can be extremely difficult, however the easiest way to be realistic is to research your goal so you can set a practical time limit or expectation for yourself.

Maybe this year more resolutions will actually be completed. If people use the SMART format goals, these goals will feel easier to attempt. The resolutions for this year are made for success with the SMART format.

This year she can lose weight, he can stop procrastinating, they can be nicer, healthier, and volunteer more with the help of SMART goals.

JANUARY 2018 /OPINION 15

Dress code isn’t sexist

Although it may be imperfect, the West Albany dress code does not discriminate based on gender

BY Jordyn Lockwood

FEMALES WALK THE HALLS with shoulders covered, hair down, and ankles covered while males dance past in muscle shirts and tight pants. Females are shamed for having any sort of undergarment visible, whereas males walk around without shirts on… Is it sexist?

In a survey of 91 students, 50 percent think that the West Albany High School’s dress code is, in fact, discriminatory towards females. However, it isn’t widely known that the dress code was actually updated at the beginning of the 2017-18 school year to what’s known as “the rectangle.” Rules about inappropriate messages and language

“[It] takes the focus off of just one gender.”

ASSISTANT PRINCIPAL Jessica Smith

still stand and are not to be tolerated. The rectangle frustrated females wanting to wear items like crop tops, but many adults responded by saying that students should dress “appropriately” for a school environment; teachers are required to do the same.

Krista Hartman, former business teacher at West, has been influential in arranging a “Clothing Closet”, which is a designated area that is available to all students who need clothes.

If a student is breaking the dress code and a parent is unable to bring said student other attire to wear, students are welcome to ask their coun-

16 OPINION / JANUARY 2018

selors to be shown the Clothes Closet and can get new clothes to wear in order to make sure that the area in the rectangle is covered.

Assistant Principal Jessica Smith agreed that the old dress code was, in fact, discriminatory toward females, but strongly believes that the one in place now is rather universal.

She says that it’s important to have standards and expectations for students’ attire “It’s so much more than the length of your shorts or the width of your spaghetti strap.” Smith said. She appreciates that even though not all students like the dress code that they do respect it.

The dress code is pretty gender neutral as of this year and should be respected by students. In a workplace, a similar dressing standard will be held and we should be prepared for that kind of environment. Smith and those who helped make the new dress code wanted to “take the focus off of just one gender” because that’s what was most frustrating about previous dress codes.

Last year’s dress code didn’t specify what females or males could wear but did go into specifics in ways such as saying that spaghetti straps weren’t allowed (something not commonly worn by males). The new “rectangle” dress code— from right below the collar bones to mid-thigh— is more universal and objectifies female body’s much less. A big thank you to those and all others involved in inventing the new dress code. It is greatly appreciated by many.

FAST FACTS THE WEST ALBANY DRESS CODE STILL DISALLOWS

•

Clothing or items that represent, or advertise alcohol, tobacco, marijuana, or any other controlled substances

•

Bandanas and sunglasses

•

Clothing or items that target groups or individuals based on race, ethnicity, gender, sexual orientation, gender identity, religious affiliation, or any other protected classification

•

Trench coats

•

Clothing or items that contain profane, vulgar, or inappropriate language

•

Chains and spikes

•

Clothing or items that contain language, innuendos, and/or illustrations that are sexual in nature

•

Clothing or items that are gang-related, or which include gang identifiers and symbols

•

Clothing or items with representations of weapons, or objects that could be used as weapons

Net Neutrality: The Teenage Crisis There are overwhelming concerns surrounding net neutrality

BY Chase LaPerle

According to a survey of 75 West Albany students

P I C T U R E T H I S : a classroom full of students sitting quietly in their seats before the bell rings. Cell phones kept away, desks cleared, and the faint sound of footsteps in the hallway is the only thing preventing silence in the classroom. No need to talk about the newest Twitter beef, the latest Instagram post, or the tedious Facebook poke, and class can begin without the usual “quiet down” from the teacher; what’s the cause for this bizarre scene? Net neutrality was suddenly repealed.

Yes high schoolers, the everyday lifestyle of checking your phone every twenty seconds will soon be over, and teenagers everywhere will be overwhelmed with the expensive price of checking that once loved application so often. Although the concern is already high in regards to the net neutrality issue, the newly proposed act has world, and more importantly, the teenagers. Net neunot been set forth, and if an overwhelming abundance trality laws set in today’s time are more than perfect of people protest, the concerns of the social media for the large amount of internet users in the world, frenzied people would ease everywhere. while also staying beneficial to the West Albany stuSo what is it? Specifically, net neutrality is the prindents who use the internet everyday. ciple that internet service providers must treat all data As adults age, they look to younger generations on the internet the same, and not discriminate or charge to have aspirations and take their place in the various differently by user, content, website, platform, applicaroles today's society has to offer. Modern teenagers tion, type of attached equipment, or method of comhave grown up on the use of telephones, televisions, munication. Simply sated, various internet carriers such and more recently, social media. While many deride as Verizon Wireless and AT&T would potentially be social media platforms, these spacable to select random social media applies allow people to express their cations and charge unnecessary prices to W H A T I S I T ? personality and lifestyles entirely use them. So, rather than having the easy without feeling judged. The ones ability to send a selfie to your best friend, Net Neutrality is the idea that an against this net neutrality act don’t these excess photos will now pay their internet service provider should realize the conflicts that will follow price. In the internet world, net neutrali- not be allowed to restrict access these new rules, and the outrage to content or apps, regardless of ty creates an internet realm that has equal its source. that will set in could possibly be access, rates, and freedom to do as you bigger than anything this century please; but these new laws prohibit these It also suggests that favoring has ever seen. As I like to call it, actions.

The “Teenage Crisis” would disor blocking particular websites In today’s technological state, social would be bad for consumers. turb the peace the future generamedia platforms allow breaking news to tions have to look forward to; and reach the public quickly, while also perthe most hormonal group in all of mitting random people to speak up for what they behumanity would thrash out faster than a fan tweeting lieve on countless subjects. about One Direction.

Overall, with the constant use of the internet by

So rather than creating chaos for the future millions of people around the world, the net neutrality world, why not keep things the same as they’ve alrules set in place are completely capable of maintaining ways been? Life will move along, and as technology the steady rate of growth the internet has as new users continues to advance, the internet will remain free, join daily. The intended acts government officials are while maintaining its noble status as a public accessitrying to implement only diminish the importance of bility for the world. the internet, and would greatly upset the people of the

JANUARY 2018

/

OPINION 17

Dead fashion

NET NEUTRALITY POLLS

20th century fashion should stay in the 20th century

BY Jonathan Perkins

T H E ‘ 8 0 S A N D ‘ 9 0 S dressing style needs to stay dead. What’s with the reappearance of ugly shirts and hideous shoes. We need to keep that stuff in the trash. One of the most highly respected trend forecasters, Li Edelkoort states, “Everything needs to be reinvented in retail. Everything we do is from the 20th century. Even concept stores and online commerce were from the last moments of the 20th century.” We need new fashion trends, new ideas, new everything.

Bringing back something from the past and glamming it up a bit then isn’t

Out of 87 WAHS students

64 23

Said that they knew what Net Neutrality was Said that they did not

Complaint file

According to a poll conducted in 2014, in support of Net Neutralirt were...

55% 49% 53% 52%

Bathroom passes and prizes should not be tied together

BY Jonathan Perkins

Of Democrats Of Independents Of Republicans

Of All Americans

PEOPLE SHOULDN’T BE G I V E N prizes for not going to the bathroom—especially if it affects our grade. How does not going to the bathroom prove anything about our intelligence? Why does the fact that others waiting longer to use the restroom than the rest of us give them an advantage? Not to mention how teachers won’t let students use the bathroom at given times. Reasonably, it’s fine for teachers to deny students

The Whirlwind would like to thank to following 2017-2018 sponsors.

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18 OPINION/ JANUARY 2018

creative or a good fashion sense. In another statement by Edelkoort, she says, “These categories of designers are working on clothes and are no longer concerned or interested in change for change’s sake – unanimously declaring newness a thing of the past.” Clothing such as mom jeans, round sunglasses, denim skirts, and chokers are finding their way back into our generation. It’s as if our generation’s creativity has run out and in the heat of the moment we desperately take something long forgotten and call it new.

at the beginning of class, but on a regular schedule we have 90 minute classes; and 30 minutes is enough time for someone to need to use the restroom.

Students are going to need to use the bathroom after lunch about 40 minutes into class, and teachers shouldn’t use the “you just had lunch” excuse.

It’s either go to the bathroom in the restroom or in the classroom. Let’s just keep it in the the place it’s meant to be.

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Gender inequality: a prominent problem in today’s society. Sports continuously a part of the problem. Female athletes wanting the recognition due for their abilities.

Comments made by students in freshman study skills when asked why people prefer male sports over female.

BY Ruth Nash

IT’S FRIDAY NIGHT JAN. 5, 5:45 pm. The stands of the WAHS gym hold students and parents as they cheer to support the Bulldogs. Then comes the final buzzer for the end of the boys basketball game, to announce the beginning of the girls. The gym suddenly has a new look.

When asked how it feels when the stands look empty senior Elena Meza-Wynkoop says “It kind of brings down the moral, especially when we play after the guys so you see all the people leave” “Title Nine” was a policy passed in Oregon in the year 1972. This law ensures male and female equality within the education system, including the world of high school sports. This regards things like field space, practice and game times, and personal treatment. This does not, however, include what fans choose to watch.

When asked why people may prefer watching a men’s sports game over wom-

en’s, junior Tanner Madsen and senior Trenton Morris both said, “It’s more intense.”

In many men’s sports, the style of play may appear more physical and skilled. This comes from differences within the sport itself as well as gender-specific characteristics., such as the aggression and pace of play.

Female sports programs train the same amount, play the same length of game, and follow the same rules. Yet, this isn’t always what is appreciated when watching the game or competition.

To compensate Meza-Wynkoop says “Luckily this year for basketball, and soccer too, we just know to hype eachother up, and we’re our own support system. Even if there isn’t students in the student section.”

This similarity exists on a much larger scale in the everyday work of professional athletes. Since the year 1999, 19 years ago,

Maggie Bedrin

SportsCenter has devoted only 2 percent of its airtime to womens sports. Statistics say in the year 2014 the average salary for a player on the National Basketball Association was 4,500,000 dollars, and only 72,000 for a team member of the Women’s National Basketball Association.

This begs the question, how do we get people to watch and endorse? “I think they would need more fans at the beginning,” Madsen said. “If more friend groups go, then others go, too.”

The divide between women’s and men’s sports is an ongoing dilemma. Publicity and inspiration for the next generation of female athletes can keep these girls in the game.

“It’s like a stereotype that’s in our society, that people attend them more than anything.” says Meza-Wynkoop.

When the final buzzer goes off to end the boys game, what would it be like if the crowd stayed and redefined the stereotype.

JANUARY 2018 / SPORTS 19

Q&A with Athletic Director Patrick Richards We sat down with athletic director Patrick Richards to discuss the importance of teens playing sports in and out of high school.

Whirlwind: What sports did you play during and after high school?

Glory Days the

SCIENCE TEACHER KARISSA OLSEN running track for the Montana Polson Pirates.

ATHLETIC DIRECTOR PATRICK RICHARDS playing defensive lineman for Linfield College, which he did during the 1987-1991 seasons.

Patrick Richards: In high

school, I played basketball my freshman year. I played football [all] four years, and I was out for track for four years. I played football through college, and I did track in college my freshman year.

WW: Do you have any memories or significant points in your sports career?

PR: My senior year, we won a couple games in the league, we had some exciting games. … My biggest memories are just, y’know, being with my teammates and friends, and getting a chance to travel to games.

WW: Why do you think some students who play sports in high school may stop playing sports when they enter college, or their adult life?

PR: Well, I mean it depends on what the sport is. There are some sports that are easier to do as you get older. Some sports are more reliant upon lots of people.

Select football has a lot of people. If you wanna play tackle football, you have to have gear ...Basketball, soccer, those kinds of sports don’t need that much eqipment.

20 SPORTS

/ JANUARY

2018

SCIENCE TEACHER GARETH ENGLER jumping hurdles for Marin County High School, 1987.

LEADERSHIP TEACHER ERIK IHDE playing tennis in high school.

*All images used with permission of their owners

s

On the Field again

BY Braxton Reece

Why teachers continue playing sports after high school T E A C H E R S A T W E S T A L B A N Y agree sports can offer a way to keep in shape, feel competition, and relieve some stress. Some continue to seek these benefits for themselves by participating in small, just for fun, leagues.

Leadership teacher Erik Ihde shared the reason he still plays soccer: “Fitness, and the big one is that there is no substitute for competition, especially physical competition.” He added, “I think they’re huge for not only physical health, but also extremely important for mental health.”

Another soccer fanatic, Science teacher Gareth Engler, still plays for a similar reason: “Activity-wise, it is very important to be active because of all the health benefits, but activity also releases endorphins. I’m injured now, and I have totally seen the effects—especially in terms of my mood.”

Through sports, teachers like Engler and Ihde have found a healthy way to continue doing what they love.

Q&A with Athletic Director Patrick Richards, continued from previous page WW: Is there a significant difference between men and women who play sports?

PR: I think sometimes [what] it comes down to, whether it’s a male or female, is their level of desire for competition.

Some people just want to get out there and compete. Other people are more in tune with just being on the team.

WW: Do you think in college it’s more selective?

Leadership teacher Erik Ihde

Science teacher Gareth Engler

Science teacher Karissa Olsen

What was a memory that stuck with you from sports in high school?

“It’s kind of cliche, but my sophomore year our soccer team went from one win to the state quarterfinals my junior year, and lost to the eventual state champs.”

“Working really hard on something like track starts and having it really pay off, or losing concentration during a race and losing the race because of it, those memories really stuck with me.”

“Throwing TVs out of a truck as a team as we were driving down the road, just being high schoolers. Also, all summer long after our runs we would end them at a lake and all go swimming after our runs.”

What is one thing you would have done differently in your sports career?

“My final soccer game as a senior we lost by a goal, and I almost scored twice and I think about it all the time. If I could go back in time and play one more game over it would be that game.”

“I stopped playing soccer because I had a difference of opinion with the coach, and if I were to go back now I would be more mature, and suck it up and go back to soccer and play the sport that I love.”

“There was another girl that I had beat at divisionals, and the course at state was quite a bit harder than the one at divisionals, and she passed me right at the finish line, and in hindsight I didn’t give it my all.”

PR: If you go to college to be competitive, it’s usually a level of recruitment, and the competition for spots gets a lot tighter. The neat thing about college [are] recreational leagues, [and] intramural leagues.

WW: What do you think about leagues and teams in high school and college?

PR: I’m a strong believer in the value of life lessons that one can learn through being involved in sports... Whether it be a team sport, or [an] individual sport, the things you learn about commitment, dedication, attention to detail, overcoming adversity, getting along well with others... those are [the] life lessons you can learn through those experiences in sports.

INTERVIEW BY Abigail Winter

JANUARY 2018 / SPORTS 21

Freezin’ for a reason

2018 Corvallis Polar Plunge WHO: West Albany Leadership

Annual Plunge enthralls West Albany students and staff BY: Curtis Allen

T H E W I L L A M E T T E R I V E R isn’t exactly notorious for its pleasantly warm waters. In February, the water temperature can drop to even the mid-30’s. One can imagine the far-from-ideal swimming conditions at 11 a.m. on a winter morning. So what could possibly motivate a group of teenagers to charge without hesitation into such frigid water?

“It’s really fun,” senior Stephanie Farnes says. “The water doesn’t actually feel cold once you jump in.”

The Polar Plunge is an annual statewide fundraiser for Special Olympics Oregon, an organization which works to “provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities.” The non-profit serves more than 14,000 participants every year, and the Plunge raised over $450,000 in 2017 alone.

If any West Albany students felt brave enough to take the Plunge on Feb. 17, they certainly wouldn’t be alone. The students of the WAHS Leadership program have participated in the fundraiser for several years, and have even dedicated an entire planning committee to the effort. Farnes, a former chairperson for the committee, sees it as a positive opportunity for the

class to have fun together: “I like it because it’s a good bonding experience for the Leadership class…[whilst] bringing students in from outside Leadership who want to participate in something fun.”

Of course, the Leadership class highly encourages all West Albany students to join their Plunging team. The team’s captain, and perhaps the most prolific Plunger in the school’s history, retired teacher Max White maintains a goal of 100 participants from West Albany, both students and faculty.

“The last couple years we’ve had close to 50 students take part,” White said, “and I’m hoping we get at least that many.”

White, a 27-year military veteran, started participating at the Portland location when he was a member of the 142nd Fighter Wing and has since been Plunging for an estimated 16 years. He believes the event is not only immensely enjoyable, but locally impactful since West Albany has its own Unified Sports program through Special Olympics Oregon. This is why he strongly urges any and all students to get involved.

“Every student who’s ever taken part, and every staff member who’s ever taken part, they’ve thought it was fantastic,” White said. “One of the best experiences

WHAT: Annual fundraiser for Special Olympics

WHEN: 11 a.m. on Feb. 17 WHERE: Crystal Lake boat ramp HOW: Registration forms, waivers, and

$50 registration fee due in front office by Feb. 13

of their life.”

For anybody interested in joining West Albany’s squad, junior Sienna Higinbotham, a co-chairperson of this year’s planning committee, says the deadline for registration forms and waivers is Feb. 13. The required registration fee is $50, but reportedly there are ways to cover that cost if it presents a challenge for any students.

“We do fundraising to raise money so that the funds are covered, which brings in other students who want to participate,” Farnes said.

When all is said and done, the participants insist it’s a fantastic experience in support of an important and charitable cause. Thus making it easy to, in the words of sophomore Justin Elliott, “Get hyped for Polar Plunge.”

But isn’t it a bit cold? White doesn’t think so: “You know, I’m not saying it’s warm water, but it’s no big deal.”

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Out With the Old In With the New Amy Larrabee is the new trainer at West Albany who took over for Chris a month and a half ago

BY Kane Weekly

Athletic trainer Amy Larrabee helps wrap up an athletes finger before the varsity boys basketball game against South Salem on January 19

family, so when something happens, instead of coming to me, you go to your family, but at a college level, I’m your family,” Larrabee said.

As she transitions into working in a high school setting, she says she’s still going to try to be personal with the kids that come to see her to really understand what they are going through and help them with whatever they’re facing.

“What’s really cool about high school sports is you get these kids for four years,” Larrabee said, “At the level I was at you get them for either one or just two and sometimes that’s not enough.”

As a high school trainer, Larrabee is in her office before most home games and is there to help deduce injuries you might’ve sustained during sport, wrap up anything that might need extra support, and also another friendly face inside the building to turn to.

A M Y L A R R A B E E I S F A I R L Y new to the West Albany family, and isn’t as well known in the student community as the coaching community. Being a former collegiate and high school trainer, she has her own personal style to bring to the school, with a new tactic of being more “real” and up front with the kids. They are still able to come into the training room and have their injuries taken seriously, but also able to get them back on the court or field as soon as they can.

“As a trainer I think she’s been through some of that on her own,” wrestling coach Bryan Barker said, “so she knows as a former athlete herself some of the aches and pains, and it’s not just all from the book.”

Being a trainer comes with a large time commitment and a great deal of responsibility. On top of this, she’s also going to be a teacher for a new sports medicine class next semester.

Growing up BRYAN BARKER WRESTLING in Corvallis, graduCOACH ating from Crescent Valley High School, and getting a bachelor’s degree in athletic training from OSU, she’s been around the area and During her student athletic training, she actually had a rotation at West Albany.

“At a high school level you’re more connected with your

“She just has that personality where if she saw you with a flat tire on the side of the road, she’s going to pull over and help you change it. She’s that type of person”

JANUARY 2018 / SPORTS 23

Riding into the competition

A team of student athletes challenge themselves and their animals through the sport of equestrian

Junior Megan Miller rides into the Calapooia arena to await the next event.

MAGGIE BEDRIN

The West Albany equestrian team trailer idle while riders compete in the January Oregon High School Equestrian Team meet on Jan. 14

BY Maggie Bedrin and Ruth Nash

Upcoming Meet Feb. 9-11 Linn-County Fairgrounds 8am - 7pm

“We have seven riders this year, which is actually pretty small.”

JUNIOR Megan Miller

T H E F A D E D N O I S E of intent horses that rack up dirt brings crowds of excited people to cheer on their riders and hopes of winning the day slowly fade away. The dust has settled and the dirt lies clean; the riders are still there and share a run-down dream.

On Jan. 14 crowds gathered at the Linn-county fairgrounds for equestrian events to support the team as it races toward the competition. The crowd actively cheered on the riders, hoping their team would win.

With the first competition behind them, one of the riders, junior Megan Miller, expanded on what the team looks forward to with it’s season of events: “We’re looking forward to just having fun. We’ve never had a team this small; everyone on the team is a junior. The only person [who is not a junior] is the groom.”

The equestrian team is a unique activity to West Albany. It involves many different aspects, including an actual live animal. Just like many other sports, communication plays a role.

Growing a bond between teammates and fellow horses is the part of the hopeful success in the equestrian team.

Megan Miller competes in figure eight during Sunday’s gaming competition.

The program also includes members who don’t need a horse to be on the team; they’re called grooms. They help riders get ready and clean up while still getting to be involved with the whole experience.

One West Albany rider, junior Sophie Adams, states, “With society changing, there is a lot of people shifting away from horses. Horses are getting more expensive and harder to deal with.” Due to expenses, people have stopped joining in an effort to save money and time.

This is why the groom position is available for anyone who enjoys or wants to be a part of the sport.

The team has two meets left to perform for state qualifications—if they choose to go. The meets are held at the Linn-County Fairgrounds, which is located in Albany. They are free to the public, and main riding events are held in the Calapooia arena with additional event placement posted around the building.

The riders work hard to perform at their peak. They will perform personal skills as well as keep in tact with a thousand pound animal.

Equestrian is a sport not always common within West Albany, but has a strong team tradition to be watched.

December 2018 / Sports 24

TEAM TRADITION

Dribbling toward tradition

Though some teams share silly traditions, the girls B Y R u t h N a s h a n d basketball team “Before every game, each single K a n e W e e k l y player thinks of a personal goal and they write that on their right wrist, and then they think of a game goal we want to accomplish and they write that on their left wrist,” senior girls basketball player Grace Getsfrid said. “Before the beginning of the season, we think of a season goal and write that on our left ankle.”

Getsfrid explained that there are strong bonds within the girls basketball team, due in part to their tradition.

“It was around before I was on varsity. I think it’s been a tradition for a few years, and then it’s just carried on throughout [following seasons].”

The girls varsity basketball team warms up before the game against South Salem on Jan. 19.

THROUGH MY EYES

What does swimming look like through the eyes of an athlete?

Competing in a swim meet offers a whole new view.

“I mostly just keep my head down and swim my own race and try my best,”sophomore Erickson Formiller said, “because I psych myself out when I look at other people, and it can slow me down.”

Formiller explains that the atmosphere of a swim meet can be loud while fans cheer.

“Sometimes you can [hear fans], but most of the time you can’t hear it in the water, you’re just so focused,” he said.

One of the most exciting parts of the meets is when a race gets close.

“It could be hundreths of a second, which is first place and second place, that’s when it gets the most intense.”

Q& ATHLETE

INSPIRED BY

Wrestling Chain of Inspiration Senior Mitchell Sorte is inspired by

“[Senior] Caulin Leach because he doesn’t want to be on the team and didn’t want to come out, but he did it just to be with his friends.”

Who is inspired by

“[Senior] Wyatt French because that kid is a stud and he works very hard and is the rock of the team.”

Q & A with girls varsity Highstepper junior Billie Frey Who is inspired by

How long have you been doing dance, and what’s been your favorite part?

“[Senior] Connor Schaffner.

About seven years, and just getting to learn new He really tries his hardest and puts his whole heart out routines and getting better. on the matt and head arms everybody.”

What excited you to keep participating on the dance team?

I really like the experience of just being with my friends and being able to do what I love.

Who is inspired by

What drives you to work hard on the team?

Most of my teammates because they inspire me to do better things and keep going.

“Coach Burner. He has a passion for the sport. Even when he gets frustrated, he’s never Probably the teammates and all the stuff we go unfair and treats everyone on through together. the team equally.”

What do you think you will remember most from your past three years?

Is there anything you’re looking forward to this year or next year?

Hopefully doing good at state again like we did last year.

Sophomore Eric Formiller competes in the 100m fly.

JANUARY 2018 / SPORTS 25

New Year, New You, New Identity

By Emily Haarstad

21.4%

Most popular resolutions

Excerise More

12.3%

Life/Self Improvements

8.5%

Save More Money

6.2%

Spend More Time With Family

5.3%

Learn Something New

Is Jan. 1 truly the best time to make a change?

H U M A N S A R E A L W A Y S F E E L I N G the need to reinvent themselves, to be the best they can be. The end of the year is the perfect time to reflect upon yourself and who you are as a person. It’s a new year, so that means it’s time for a new you. But changes aren’t exactly easy to make.

According to Psychology Today, less than 10 percent of resolutions actually stick. With that low of a percentage, we have to wonder if it’s us as a society at fault. You think of small, or big, things you want to change about yourself, and stick with it. But our brains just don’t work like that.

Psychology teacher Kyle Hall has some insight as to why resolutions don’t work out.

“In order to change something about you, you need to make it a habit.” Hall said Whether your resolution is to spend less time on your phone or be more fit, you need to make it a habit. It takes 21 days for a habit to stick, as claimed by brainpickings.org. That means that pushing through and working on yourself for 2 weeks isn’t going to cut it.

But why January 1? Why wait to change when you have 365 whole days to do it? Just because it’s a new year, doesn’t mean we have to become a different person.

“No one is ever completely satisfied with who they are,” Hall said. “They assume, now’s my time to make a change.”

When the new year rolls around, people tend to think that’s the best time to make a change. Changes can occur all the time. Nothing is holding you back from making a change anytime throughout the year. If you want to start a new habit, or drop an old one, then do it. All it takes is determination and perseverance.

Tips To Keep Your Resolution 1. Set

realistic goals that are specific

6. Don’t take yourself so seriously

*according to statisticbrain.com 26 ENTERTAINMENT / JANUARY 2018

2. Take small steps

5. Have someone you can report to

3. Celebrate your success

4. Be minful of yourself

ROCK ON

The life and legacy of he Air Guitar competition

BY Will Randall

WEST ALBANY HIGH SCHOOL has many deep-rooted traditions, one being the Air Guitar competition. Yet, this thrilling tradition did not originate here. According to Leadership teacher Erik Ihde, Air Guitar was something he introduced to West by suggesting it to the leadership team in 2006. Like at Idhe’s high school, it’s actually practiced across the nation, going under many different names.

Over time, Air Guitar has become a highly anticipated part of the school year. Each class dedicates a large portion of its time to the preparation of its routines.

Air Guitar is inherently a competition but one could just as easily peg it as a social experience as well. When asked what his favorite part of Air Guitar is, Ihde stated “when I look out and I see people from multiple social groups and different types of people that have come together to do something that is a lot of fun and a cool product, that’s my favorite part.”

Senior Jenna Berg says the competition “totally dissolves cliques,” which is something rare that our school’s staff tries to accomplish—sometimes to no avail.

Following this theme of social barriers being broken down, several students have said things similar to this. “It gives me a chance to interact with people who I don’t normally interact with on a regular basis,” senior Kyler Bauserman said.

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2

3

4 PHOTOS USED WITH PERMISSION OF JAKOB JONES

Then-junior Jenna Berg two steps during the “Risky Business” part of the routine.

3 Then-junior Chase Laperle as Napolen Dynamite.

1

History of Air Guitar: The Facts

Rolling

Class of 2010, in its sophomore year, rolled to victory with a routine entirely on roller skates.

Freshmen win

Class of 2018 won first place with its Air Guitar routine their freshman year, being the first freshman class to ever win first place.

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4

West Albany Alumnus Mari Stenger in the class of 2017’s routine.

Then-juniors Mckenna Fee and Kade Boggs dancing in the “Risky Business” part of the class of 2018’s routine.

Origin

Avid air guitarists can compete in the Air Guitar World Championship, which will be celebrating its 23rd year this summer.

JANUARY 2018 / ENTERTAINMENT 27

Fanny Packs. Overalls. Denim on Denim. Though these trends may have died down, 2018 is bringing them back.

By Jaden Rodriguez and Jordan Andreas

28 ENTERTAINMENT

/ JANUARY

2018

Ben Norman

Isabel Vetter FRESHMAN

SENIOR

Inside the minds of West Albany fashion icons

I gather parts of other people’s outfits that I see on Instagram accounts, in school and in random movies and put those different ideas together to make creations, if you will, of my own. I also really love pink, so I always try to incorporate some of that into all of my outfits.

Is there anything or anyone that inspires your fashion?

My uncle. No one really except this guy Luka Fallback Sabbat.

I go to thrift or restyle stores. I’ve basically combed through all of Albany’s already.

Where are places that you go to get this kind of clothing?

The coat is from my uncle, the shirt was from Buffalo Exchange. I mainly get stuff from Buffalo Exchange or other thrift stores.

I think...people are just realzing how amazing these older fashions looked and how fast news travels around today in social media.

Do you think there is a reason that older fashion trends are coming back?

People tend to romanticize the ‘80s and ‘90s a lot.

People want to commemorate the culture of that time since we don’t have one anymore.

Yes, because I wear what I like and don’t care about what others think about, for sure.

Does your style reflect your music taste?

I started out listening to Led Zeppelin, but now I listen to more modern rock and Indie. I don’t listen to rap or pop music.

Teachers of West Albany High School from earlier years

French Teacher Jacqueline Kahler modeling the 1980s “mom jeans” trend in France, 1989.

Math teacher Alison Bryant modeling her cheer tryout uniform in her freshman year, 1995.

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/ JANUARY

2018

Stress for finals Students share reflections and advice about finals

BY Kaden Strametz

Gabe LaPerle Freshmen

Kaden Strametz: This is your first year in high school, not ever having experience in what finals will be like, how do you plan to study for them?

Gabe LaPerle: Probably how I usually study for a big test— tons and tons of repetition and review for as long as it takes me to be able to recite the info I need off my head.

Also, a relaxing environment.

I actually have a way easier time studying at home with a snack and some background music or noise.

KS: What would you say your most difficult final will be and why?

GL: I feel like with Latin it’s mainly just memorizing vocabulary and grammar rules, which can be difficult sometimes. And Geometry can be hard with remembering equations and formulas for different problems. Mostly just trying to keep track of a lot of information is what stresses me out.

KS: Do you believe if you study hard enough you could pass your finals?

GL: Yes, I do.

Reina Fiscal Sophomore

KS: You are a Sophomore, you have a bit of experience with finals week, how do you plan to study for them?

Reina Fiscal: Depends on the class. If a teacher gives a study guide for the final, I will study it, I’ll look back at homework and notes for extra practice. If a teacher does not give a study guide, then I will look back at my notes for the class from the beginning of the semester, as well as homework...Also, I’ll start studying for finals like three weeks before so I don’t have to cram last minute. Last year I created a study schedule each day that told me what I needed to do every day in relation to studying for finals.

Jessy Birruette Junior

Anissa Howell Senior

KS: You are a junior, you have experience with the finals how do you plan to study for them?

KS: Okay, you are a Senior. You have a the most experience with the finals how do you plan to study for them?

Jessy Birruette: I plan to skim my notes. Over studying is what really kills people in these situations. Study breaks are essential in this process.

KS: What was your hardest final last year?

KS: What do you believe is your most difficult past final?

RF: [From last year it was] Accounting because it was time consuming and difficult...and I was the only freshman.

JB: My by far most difficult final was in AP European History sophomore year.

Anissa Howell: So I really utilize the study periods they give on finals day. If I haven’t had time to study, or want to study better, it’s nice to have one last brush up on the material before I have to take the test. I work part time at McDonald’s, so a lot of my time is spent working.

KS: What do you believe will be your most difficult future final?

RF: Chemistry. I skipped Physical Science, so I missed some crucial review for Chem.

Only a few Sophomores take Chem, so I can’t really compare answers with many people. [Plus] it’s a lot of material to memorize and apply.

30 ENTERTAINMENT / JANUARY 2018

KS: What do you believe will be your most difficult future final?

JB: For sure, my most difficult final is going to be in Algebra 2.

When watching [math teacher Derek] Duman go through the slides in class, I genuinely question my brain’s ability to retain knowledge sometimes.

It’s going to be a real rip for me, but optimism is one of my great qualities.

KS: What were your hardest past finals and what will be your hardest future final?

AH: Physics was for my sophomore year, AP Language and Composition and Precalculus my junior year, and AP Literature my senior year. Overall, the one that was the hardest that I did the best on was AP Comp, and the hardest and I did the worst in was probably Precalculus.

The mind behind music

BY Jackie LaPlante

Junior Amanda Givens speaks about the opportunities she has found through music by playing the violin in the WAHS band SINCE THE FOURTH G R A D E , junior Amanda Givens has been embedded in the world of music. It all started when she discovered the violin whilst playing for a before-school music program. Starting off as a hobby, Givens grew more fond of, and successful in, producing auditory art.

She has been a part of the WAHS band for three years now; she has thrived within the community of talented band students.

Her fuel for inspiration often comes from listening to other violinists. “Hilary Hahn is pretty amazing, ” Givens said. “She is a great violinist and a great performer.” Although Givens has decided to not have a profession in the entertainment field like Hahn, she states that she will always partake in music and “continue to do it on the side for fun.”

Givens loves the WAHS band and the community that she gets there.

“Being in band, I really like how everyone is so focused about making music and about being the best that they can be.”

Grateful, Givens commends that “the band community is really special” because the fellow mu-

JADEN RODRIGUEZ

sicians in band are like a second family to her. Like in sports, when teammates come together before the beginning of their game, the musicians in band come together to make one symphony.

When asking Givens her favorite part about band she, without hesitation, responded by sharing the mere enjoyment of “being surrounded by people who are passionate about the same thing that she is.” Whether she has to practice music for the orchestra she is in, play background music for a school play, or even just play along to the songs on the radio — music fulfills Givens drive to create.

Looking back from fourth grade, Givens has worked with dedication and vigor: “It has really taught me how to commit to something and work hard to get better at something. Even if there is no real reward, it’s a personal reward. It’s like, I do this and then I know that I have gotten better.”

Recently, Givens has been selected to go to Australia to play for band, which she modestly showed her excitement for. Compelled to continue her journey with music, Amanda awaits for more opportunities playing the violin.

JANUARY 2018 / ENTERTAINMENT 31

What are my teachers’ favorite Romance or Rom-Com movies?

THE BIG QUESTION

With Valentine’s Day right around the corner, what’s better than watching your favorite romance movies? For a suggestion, we asked six teachers what their favorite romance movies are.

BY Alizah Bueno

HEALTH

HEALTH

SCIENCE

Jennifer Bornheimer

Brian Mehl

Bornheimer’s favorite romance film is “DIRTY DANCING.” The well known film is one of compassion and dedication: despite the characters’ forbidden love. She likes it because it is the most romantic and best musically scored movie she has seen.

Mehl’s favorite romance movie is “GHOST” because, according to him, it has everything a good love movie should entail.

In the film, the main character is murdered, but that doesn’t stop him from protecting the love of his life. Mehl says that it is a movie of death, remembrance, and love.

MATH

SOCIAL STUDIES

ENGLISH

June Morris

Krissy Rasmussen

Bryce Johnson

Johnson really doesn’t watch romance movies, but when he does, it’s with his wife-who points him in the direction of the romance movies she believes he needs to see. “THE NOTEBOOK” is a romance movie about leaving and reuniting with each other even after the many years the characters have been apart. His wife’s favorite movie is “The Notebook” because of the actors and the overall story.

Morris’s favorite romance movie is “CHOCOLAT.” The French film involves a chocolate shop where the main character lures customers in and has a way of persuading them to completely abandon themselves. The film with the chocolate is not only sweet but it can be a little dark too. It’s a love story but it’s not an expected one. She likes it because it is not a basic love story.

Chris Hains

Hains loves the sport baseball, which may be why his favorite romance movie is “BULL DURHAM.” The baseball love story is one that moves people with its speeches and makes you emotional from the love. He likes this movie because it delivers empowering speeches about both life and love.

Rasmussen, sophomore English teacher and fiction writer, has a deep love for romantic movies and stories. Her favorite romance movie is “WHILE YOU WERE SLEEPING,” starring Sandra Bullock.

It’s a love story about a simple misunderstanding that turns into a mess of emotions, but later evolves into love. Rasmussen says she likes this film because it stars a very quirky and odd character and has an unexpected love twist.

BY Brianna Graunitz

When we think of an artist, we think of artistic materials, such as pens, paint, colored pencils, etc. But what if art was combined with an everyday resource that is all around us?

Woods classes here at West Albany offers the chance to create something from imagination, to blueprints, then finally to an intriguing 3-D creation.

MY BEST WORK

SENIOR

JUNIOR

Miguel Martinez

Connor Fee

“The idea of being able to have an idea in your head and later on, seeing it come to life with your own two hands. That idea, having it in your head and seeing it come out the way you wanted it, made me want to do woods.”

“My step-dad was a cabinet maker. Ever since I was little, I wanted to learn from there, learn what he wanted to do, my inspiration. I enjoy the fact that you have the freedom to build whatever you want.”

32 ENTERTAINMENT / JANUARY 2018

SOPHOMORE

Dayton HoffmanSanders “My grandpa’s a carpenter and so is my dad, so I decided to take it. I enjoy the creativity the most.”