The Rock - March 2018

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The Student Voice of Rock Bridge High School Since 1973 • Vol. 45 Issue 5 • March 22, 2018

Board to decide on increased security Ann Fitzmaurice

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n 2014 Columbia Public Schools (CPS) implemented a buzz-in system to increase safety in the district’s schools. In April, the district will ask school board members to approve a $750,000 bond of security enhancements in order to keep students safe, said CPS Community Relations Director Michelle Baumstark.

On March 12 CPS’s safety and security department gave their annual safety and security update presentation.

If approved by voters, the money will pay for a number of security updates, including security film, increased police and School Resource Officers (SROs) at large school events and the introduction of proximity cards for all employees.

Baumstark said the current buzzin system for students and visitors is a “best practice” for the well-being of students. The district continuously evaluates safety and security at schools to make enhancements and improvements.

“The only positive thing that comes out of tragedies like Sandy Hook and Parkland is that we learn more about how to keep our schools safe,” Baumstark said. “For example, we are also in the process of installing protective glass window sheeting. This is a direct result of what we learned about how the inKAI FORD / THE ROCK / FEATURE PHOTO truder gained access to Sandy Hook.” SWIPE FOR ACCESS: Advanced Placement Physics and Physics 9 teacher Malcolm Smith swipes his proximity card to open the exterior BOND,4 north door. All staff members with these access cards can unlock the three main entrances without having to use the intercom system.

CPS to add two, full-time equivalents next school year, helps to close inequality in student to staff ratios Jacob Sykuta

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or years, there has been a gap between student-to-teacher ratios within Columbia Public Schools' (CPS) high schools. Recently, CPS began trying to address this ratio gap, CPS Community Relations Director Michelle Baumstark said.

Full-time equivalent (FTE) units are the number of equivalent employees working full-time. While unsure of the exact impact the additional FTE will have on the student-to-teacher ratio, RBHS principal Dr. Jennifer Rukstad says the FTE will be dispersed among RBHS departments.

“At this time, we have been promised at least 2.0 FTE, which equates to 10 sections,” Dr. Rukstad said. “Those sections

will be distributed based on a variety of factors and not equally across the board.

If we get more [FTE], we will distribute more. We have yet to decide exactly where the additional FTE goes.”

The student-to-teacher ratio helps express the relationship between the number of students enrolled and the number of FTE teachers employed by the school.

The student-to-teacher ratio is relevant for a variety of reasons, measuring both teacher workload and distribution of resources, according to Public School Review. The student-to-teacher ratio also indicates the amount of individual attention students are likely to receive, despite the fact all classes are different sizes. If the student-to-teacher ratio at a school is low, it should be an

CARMEN RAMIREZ / THE ROCK

indicator that students are getting the appropriate level of attention needed to be successful. The report also states when the ratio is high, however, it acts as a warning that students may not receive the same level of individual support.

Even before the opening of Battle High School (BHS) in 2014, both RBHS and Hickman High School (HHS) have had different student-to-teacher ratios, the ratio consistently being higher at RBHS than HHS. RBHS continues to have the highest student-to-teacher ratio, being reported at 18:1, compared to both HHS and BHS which both have 14:1, according to the Missouri Department of Elementary and Secondary Education, as of March 7. Although there isn’t a large difference between the three ratios, RBHS’s 18:1 is higher than both the 14:1 Missouri average and 16:1 national average, according to Ballotpedia.

For Baumstark, the discrepancy between schools is normal and multiple factors may influence the ratio disparity throughout the district.

“This could be for a number of reasons, including specific course offerings and enrollments in those classes, special education requirements and specialized programs offered to support students and how FTE are allocated within the building,” Baumstark said. “Additionally, flexible student scheduling also comes into play. High school doesn’t look the same as it used to as we continue to offer more and more opportunities for our students outside of a traditional school day.”

RATIO,3

Lawmakers debate bill for arming college professors Faaris Khan

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ullet after bullet, death after death, every mass shooting in the United States sparks nationwide sorrow, shock and Twitter prayers. With each massacre comes the rekindling of the everlasting gun control debate, which historically results in little action and tends to dissipate until the nation’s next tragedy.

Following the deadly school shooting at Marjory Stoneman Douglas High School

[SOURCE: DR. JENNIFER RUKSTAD]

in Parkland, Fla. last month, several survivors have attempted to spark gun action by calling on lawmakers to pass stricter gun regulations in hopes of preventing another similar incident in the future. These pleas for change have resulted in discussions on gun reform, from Florida governor Rick Scott signing the “Marjory Stoneman Douglas High School Public Safety Act” to President Trump suggesting teachers should receive training on how to handle firearms and be armed on school grounds; Missouri legisla-

tion seems to be moving in the direction of the latter.

House Bill (HB) 1942, first introduced by Rep. Dean Dohrman (R) in January before the shooting, is under debate by Missouri lawmakers. Dohrman said the bill would allow any full-time faculty member at a university in the state of Missouri to volunteer as a “campus protection officer” who would receive extensive training to carry a concealed firearm on campus.

BILL,3

Foreign exchange hosts Dive into a profound report open their homes to U.S. of the emotional responses newcomers to mass shootings ISABEL GOMPPER / THE ROCK FEATURES. . . 7 IN-DEPTHS. . . 9

CAMRYN DEVORE / THE ROCK

FOCUSED: Brianne Fountain, RBHS permanent substitute, works on her laptop in AP World History class first hour, Wednesday March 15.

RBHS explains substitute policy Jacob Sykuta

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ubstitute teachers, commonly referred to as subs, either teach or monitor a school class when the regular teacher is unavailable. Teachers take days off for various reasons, but ultimately, students such as junior Don Osborn continue to believe they are missing a full class of information in which they won’t be able to make up by being taught by their true teacher. Osborn feels that whether the reason behind a teacher missing school is an emergency or not, in the end, students have to struggle to learn the content on their own without the instruction of a teacher.

“It really doesn't matter to me if the teacher is gone for an emergency or for a vacation because either way the teacher is gone and students are the ones who suffer for it,” Osborn said. “The sub will never have the same amount of knowledge as the teacher, unless it is another teacher standing in, so you never really learn. Even if the teacher leaves videos or activities, it's always harder to learn.”

While Osborn sees substitutes in a negative way, teachers like Extended Educational Experiences (EEE) supervisor Gwen Struchtemeyer are thankful for substitute teachers. Being a substitute teacher herself for three years before landing a permanent teaching job, Struchtemeyer sees the level of expertise that many substitutes possess. In addition, Struchtemeyer feels that while some students find it more challenging to learn the material when a substitute is teaching, in most situations it doesn’t have a large impact on students' learning.

“I’m grateful for substitute teachers,” Struchtemeyer said. “Ideally [substitute teachers] don’t [affect learning].

If it’s a day here or a day there, it probably doesn’t make a big difference. Teachers go out of their way to find a teacher who is competent in their area, who’s either certified for it or has done it, like a retired teacher.”

SUBSTITUTES, 3

Read about natural beauty products and women's health history

H&W. . . 15

Mark your calendar for the week after spring break: April 3 junior ACT April 6 Drama Showcase April 6 Lemonapalooza

INDEX NEWS. . . . . . .1 EDITORIALS. . . . . .5 FEATURES. . . . . . . 7 IN-DEPTHS. . . . . . .9 H&W . . . . . . . .15 COMMENTARIES. . . . . . 16 SPORTS. . . . . . 18 A&E. . . . . 19

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House Bill proposes arming teachers BILL, P 1 “I don’t know if it will prevent [a mass shooting], but it certainly could reduce the incident. The number one thing is to have someone there who could immediately respond. These incidents usually take five minutes, and the average response time is 11 minutes. By the time a uniformed policeman gets there, it’s pretty much over; the damage has been done,” Dohrman said. “The second thing is that often these shooters go to gun-free zones.

If there’s any doubt in a shooter’s mind that a campus is a gun-free zone, hopefully it will prevent them from choosing it as a target.”

While University of Missouri-Columbia (MU) professor Lael Kaiser doesn’t think the bill will diminish campus protection, she doesn’t think it will be able to prevent a mass shooting, as a faculty member likely won’t be able to harm an active shooter quickly enough. She expressed her concerns on the possible dangers that could come with having several armed persons on campus.

“I worry that a faculty member would accidentally kill bystanders [in the event of a mass shooting]. And I worry that the police might kill the faculty member who had a gun since they would not know who the shooter is,” Kaiser said. “Like in any workplace, I [also] worry that someone with workplace issues would be able to bring a gun to work without the police being able to easily remove them from the workplace if they were being aggressive or threatening; however, I think it is highly unlikely that this bill, if it passes, will make students less safe. But I don’t think it will help prevent a mass shooting.”

If the bill becomes law, it won’t be the first time faculty members are able to carry weapons on state campuses.

In fact, a school district in Missouri, the Fairview R-XI district in West Plains, has been training and arming teachers with firearms in their school since the 2012 Sandy Hook Elementary School Shooting. Currently, it has multiple schools with teachers trained and armed with concealed firearms.

National media organizations like Fox News and The New York Times have recently shed light on the district’s firearm training.

Aaron Sydow, superintendent of Fairview R-XI, explained that teachers receive rigorous training from a combination of numerous groups, including the local sheriff department, a SWAT team and Shield Solutions LLC, a Missouri-based company that specializes in school security. Teachers learn the basics of operating a firearm before they engage in live fire drills, ranging from clearing buildings and parking lot scenarios. The district initially debated hiring a school resource officer but later decided that an undisclosed team of teachers would be a better option for campus safety.

“The biggest problem is, and we hear this over and over again, is soft targets. For our applications, the only reason we wanted this type of system in play was so that in the event that there is an emergency, we have an emergency response team that will respond to that emergency,” Sydow said. “The intent is that if you come into our school, you have no idea who’s gonna meet you with force.”

RBHS students, though not in college yet, are aware of the implications this bill can have on their futures and other Missouri schools. Two juniors, Caiya Marshall and Sam Smith, have exact opposite views on the bill and on how schools should implement school safety. Marshall sees the bill as unsafe while Smith views it as an

KAI FORD / THE ROCK

TAKE CAUTION: Columbia Public Schools (CPS) put warning signs on the north doors of RBHS after an incident in late January of this year when a student brought a katana sword to school. The district outlines its strict policy of prohibiting weapons of any sort from entering campus grounds on every sign. opportunity to protect more students. “[I think it’s a] bad idea [to arm teachers] because I don’t think it’s safe if there’s just guns on campus that other people could possibly have access to. Also, most teachers don’t want to be armed, and it would cost so much money to give a gun to every single teacher. . . when you could just get more police officers in the building and keep it as it is. [RBHS] now has one police officer, and Battle and Hickman each have at least four on campus at all times,” Marshall said.

“Other schools have those smoke bombs, so if an intruder comes in they pull it and smoke comes out. . . There are a lot of things to invest in other than guns that would improve safety and security rather than to arm teachers.”

On the other hand, Smith said as

Gun reform should be implemented. I support the Second Amendment, but I don’t see how a civilian would need a militarized weapon... Gun control is about restricting guns to an extent but not outright banned.”

How do you balance the Second Amendment with your opinions on gun control?

Struchtemeyer said. “There’s usually a student teacher in every department who is eager to sub because that is a line item on their resume. They were deemed confident enough to continue teaching the class.”

Another option for substitutes is having a different RBHS teacher that teaches the course or a similar course cover for the actual teacher. Osborn, who has had many substitute teachers this semester in his Precalculus class, prefers other math teachers guiding the class rather than random and different substitutes each class period. Occasionally Travis Martin, who teaches both Precalculus and AP Calculus AB, comes to teach Osborn’s class, ensuring students learn the lesson with someone more experienced than a substitute, while leaving his class in the hands of his student teacher.

“You’ll never get the same value from a sub teaching you as you would if your real teacher were; they just don’t know the subject, or they don’t have the same teaching style or skills,” Osborn said. “I really enjoy both Mr. [Travis] Martin and Mr. [Jordan] Showalter’s teaching styles, and so when Martin stood in for Showalter I felt like I actually learned something compared to just a regular substitute teacher.”

Steven Craze, who has been a CPS substitute teacher since August 2017, feels that since he just graduated from college as an engineering major, he is able to help teach students in various courses, specifically math. He thinks that many substitute teachers have the ability to enhance students’ understanding of the content even when their teacher is unavailable.

“I enjoy math, and it is one of the subjects I feel like I can actually teach instead of just sit and play a movie,” Craze said. “I think I am [a good resource for] all levels of math. I taught a Calculus BC class that I wasn’t entirely comfortable with, but every other level of math I do feel comfortable with. I know a lot of substitutes do not feel comfortable teaching because they haven’t had to [do the subject] in a long time, but I’m fresh out of college, so I can [teach it].”

Gun control is essential.

Someone shouldn’t be able to walk into a pawn shop and walk out seven minutes later with a deadly weapon ... I know hunting guns are important to or for some people, [so] I’m not saying guns should be outlawed.”

— Noah Horton, junior

KAI FORD / THE ROCK

Students discuss impact of substitutes in classes SUBSTITUTES, P1 RBHS’s system has teachers log into Columbia Public Schools (CPS) substitute teaching website, Kelly Services. Once logged in, teachers can either request a random substitute teacher, or more commonly, teachers select specific substitutes they know are responsible and have background knowledge on the course subject. Teachers who choose specific substitutes are expected to contact that person and ensure they are available and will come in to substitute on the needed day.

On the typical school day, substitute teachers arrive at RBHS and go to the main office where Denise McGonigle, Dr. Rukstad’s secretary, sets them on their way.

Occasionally, however, Kelly Services is unable to fill all teacher absences, putting McGonigle in a rush to find a new substitute. CPS hired two permanent substitutes for RBHS, so if there are unfilled absences, students will still have a substitute to monitor and teach their class.

“There are days where all the jobs don’t fill, so when that happens we have two permanent subs in our building that the district has hired for me to use in those cases,” McGonigle said. “One of them is doing a long-term maternity leave right now, so she’s in a classroom, and the other one I will put in that classroom if that happens.”

Much like normal substitute teachers, long-term substitutes who teach for many consecutive weeks are chosen similarly.

Frequently, long-term substitutes are retired teachers and oftentimes volunteer to teach a course they understand so they can help benefit students as best as they can.

Although long-term substitutes aren’t always retired teachers, every long-term substitute has some background of the course. Struchtemeyer believes many retired teachers and student teachers jump at the opportunity to teach a class for a few weeks while the teacher is unavailable.

“Often [Kelly Services and administration] arrange for a teacher who is retired but who is a specialist in that area,”

“My question is, what makes it more dangerous? I think a lack of education and a lack of understanding of what the requirements are generate these preconceived notions that it is unsafe,” Sydow said. “You have to vet the people. You have to be careful about who you put through the training. To all of these people that argue that it’s unsafe, this is what I would put to them: they would’ve been very happy if an event like this happened in their school and they had people like this in place. Our people are emergency responders, so they are going to respond to a situation. If, in the process of mitigating that, one additional student is spared because they were able to eliminate a problem, then the entire program is a success. That’s one kid who gets to go home at night, that wouldn’t have got to before.”

I believe there needs to be a system in place to where the background check and difficulty represents the type of gun you are attempting to purchase ...”

—Anushka Jalisatgi, sophomore

KAI FORD/ THE ROCK

long as teachers are comfortable with handling a gun and using it if a scenario ever occurred, he would be for arming teachers.

“I do [think this bill should be passed] because if someone can prove that they are sane enough and that they have been trained with a gun, then they should have one. Because if you are mentally healthy, and you’re a teacher and you have a bunch of students in your class, of course school shootings are happening a lot now,” Smith said. “Only good things can come of a responsible adult with a gun protecting all the kids. . . I don’t see any harm that can come from it.”

While Sydow said it was unfortunate that school safety has come to arming teachers for security, he believes it is a strong way to counter a school shooter.

KAI FORD / THE ROCK

— Turner DeArmond, freshman

Teacher staffing ratios different in high schools

CAMRYN DEVORE / THE ROCK

FIXATED:

Substitute William Cupp checks his laptop while monitoring an Advanced Placement World Studies class during first block Wednesday March 15.

Junior HanBin Kim thinks substitutes, while not ideal, are good backup teachers and monitors. Although he doesn’t support having substitutes who lack proficiency, he views retired and talented substitutes in a positive way.

“I like subs depending on the class they are in and who the sub is,” Kim said. “If it’s a sub that’s been in the teaching profession, [who is] qualified and knows how to handle kids, then I like the sub. [Substitute teachers are] just a necessary part of school.”

Ultimately, while students such as Osborn accept long term substitute teachers, random substitutes continue to be opposed.

Osborn feels he isn’t getting the most out of the class period and is unable to learn the content efficiently when normal substitute teachers monitor the class.

“I think that the idea of substitute teachers is fundamentally broken,” Osborn said.

“The substitute isn’t really a teacher as much as they are a babysitter. In order to properly have a teacher gone but still have students learn, it would be better to have one ‘stand in’ teacher that would always be on standby to teach a class in the given subject, instead of just some random person whose last encounter with the subject was when they took the class in high school.”

RATIOS, P1 CPS students such as sophomore Jack Stevens expect the ratios to be the same among RBHS, HHS and BHS but isn’t taken aback by the fact that those ratios change and are in fact, different. Stevens believes each school has different needs, resulting in some schools having more teachers and a lower student to teacher ratio than other schools within the district.

“I would expect all student to teacher ratios to be the same at CPS, but each school has different needs, and CPS and the administration at each school know how to address and handle those issues,” Stevens said. “More teachers might be needed at one school than another, so I’m not surprised that each school has different ratios and amounts of teachers because each school has its own separate needs.”

Despite the higher ratio RBHS possesses, students such as Stevens see little to no overcrowding in class or in general at RBHS. Additionally, while Stevens opposes the idea of getting rid of teachers at RBHS, he doesn’t feel there is a necessity for more teachers in social studies, English or science classes. Instead, he sees the need for a larger teaching staff in both elective and mathematics courses so that despite low course enrollment, every student has the opportunity to learn and get help from knowledgeable teachers.

“I personally believe that Rock Bridge has a very good amount of teachers. I do not wish to have less,” Stevens said. “[I think we need more teachers for] world languages because I wasn’t too happy [with] the issue of having to get rid of some languages. I feel like some teachers always have guaranteed jobs, while some language teachers have to hope to have enough students for their class next year. I also wish to have more math teachers because in the math tutor room I hear of friends not being able to get help because the teacher in the tutor room doesn’t know [how to do the math for every course].”

Dr. Rukstad is in opposition to Stevens, believing that overloading certain courses with a large number of students can have negative effects on both students and teachers, which is ultimately why enrollment, either high or low, determines the number of teachers needed each school year.

“Enrollment is definitely a factor in determining the number of teachers,” Dr. Rukstad said. “[With high student-to-teacher ratios] opportunity for individual attention during class is diminished.”

Ultimately, despite the additional FTE to RBHS in upcoming years, Baumstark believes the experience and expertise of teachers and staff is the most important factor when it comes to a student’s education.

“The most important component when it comes to staffing is quality,” Baumstark said. “A good, high quality teacher makes all the difference. You could have a class of one, but if the instructor isn’t high quality it doesn’t matter.”

4 NEWS

THE ROCK www.bearingnews.org March 22, 2018

CPS holds vote in April for increased school security BOND,P1 The improved security measures will include proximity cards for employees only. In 2014, there was discussion among CPS about student ID access cards, but the thought was short-lived because of logistics. Proximity cards are like keys to the school, and CPS does not want to issue these access cards to students. Additionally, having thousands of student proximity cards for RBHS alone is too widespread for the district and school office to monitor effectively, and it would be difficult to reissue them each year when students graduate or replace lost or broken cards, Baumstark said.

The current system that allows juniors and seniors to travel off campus during their lunch and Authorized Unassigned Time (AUT) uses a camera and speaker system to connect outsiders to the office. When students return to campus during school hours, they must buzz-in before entering the school. Students are forbidden to open side doors to outsiders, even if they recognize the person.

Secretaries in the main office control the buzz-in system through security cameras and intercom buttons posted next to select external doors.

When a student or visitor approaches the door, he or she should press the intercom button then speak his or her name and purpose for coming to the school. Often, however, students such as sophomore Kanchan Hans are able to enter RBHS simply by saying, “I’m a student.”

Hans said she hasn’t run into extreme difficulty with the system, but knows there have been several times in which buzzing in didn’t quite do the job.

“There have been a handful of times where no one has answered [the intercom] so I just get a student to let me in even if they don’t know who I am,” Hans said. “Other times I just don’t bother pressing the buzzer at all because I know it always takes a while for someone to answer, so I get another student to let me in.”

Despite some flaws Hans recog-

nizes, she said the district is right to not give out the cards. Hans said the student access cards are a good idea in theory, but in practice there would be a lot of downsides because of the times at RBHS when doors are unlocked. “[The proximity card would not be helpful] in the mornings, during lunch and at the end of the day [because] anyone [can] enter and exit the building,” Hans said. “Also a lot of times students will let people inside just to be helpful.”

Though the proximity cards will only go to teachers if approved, security measures for students will also increase through updated technology.

In order to monitor the influx of students better, the district’s safety and security department pitched the idea of securing the entryways at schools by providing all new construction projects with a safety design as well as security film on exterior doors. The current buzz-in system, however, will remain at all schools in the district.

Despite the exterior doors being locked and the buzz-in system in place, a student entered RBHS with a sword under his jacket Jan. 29. Even though no legitimate threat was made, the sword was still in possession and goes directly against the district’s strict ‘no weapon’ policy. While junior Riley Jones knows little of what occurred, she has her own assumptions on what the student was thinking.

“I feel like [the sword] was more of an isolated incident rather than something that’s representative of our school culture,” Jones said. “We’re a pretty safe and laid-back group of people, and I don’t really think that the sword was originally brought to school with malicious intentions.”

In addition to the updates, Dr. Peter Stiepleman, the superintendent for CPS, urged parents to talk to their children to “impress upon them the seriousness of threats in today’s society” in an email he sent out to parents Feb. 23. He said, regardless of intentions, viable threats will be taken seriously and threats will not be toler-

ated. Statements and rumors of terroristic threats are subject to punishment according to the Board of Education policy, which includes, but is not limited to, expulsion from the district, Stiepleman said.

With RBHS’s open-campus policy, however, anyone has easy accessibility to the school, and Hans believes RBHS’s current buzz-in system is ineffective to protect against intruders.

“There’s a lot of ways for people to get in and out of the building without using the buzz-in system,” Hans said.

“Even if they do use the buzz-in system it isn’t like the office will know if they have a weapon or the intent to harm or anything like that.”

While Jones believes the security system is flawed, she doesn’t want to sacrifice the open campus policy.

“I think the open campus policy is

a really integral part of our school’s culture,” Jones said. “Honestly, I wouldn’t mind jumping through a few more hoops at the door if I knew they were going to be effective, but I don’t see how there would be a way to measure that.”

With the instability brought to many schools about an intruder’s ability to get inside and the recent shooting in Parkland, Fla., CPS will implement security enhancements. For example, the Alert, Lock down, Inform, Counter and Evacuate (ALICE) drill system began after the Columbine shooting, Baumstark said. Throughout the addition of new security measures like the protective glass, CPS is always looking to evaluate and enhance current protection at the school. The district also looks to keep school security updated and safe to align with

best practices and improved methods, Baumstark said. Included in this are new cameras and lighting in the necessary areas. With all these security measures, however, the question for Jones is whether or not the main doors themselves are safe.

“It’s really convenient that I can usually just walk in [RBHS], and I wish we didn’t have to inconvenience 99 percent of well-intentioned people for the one percent that would lie,” Jones said. “On the other hand, I really believe in taking steps to reduce the amount of violence we’re seeing in schools, and even though I think a larger part of that will definitely need to come from gun control I also think there are things we could be doing at RBHS. I think asking for names or student numbers at the door might be a good option.”

ROCHITA GHOSH / THE ROCK

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18 SPORTS

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TAKING A SWING: Junior Hunter Rogers returns the ball to his partner with an overhand swing while the players train to perfect their serves during practice on March 8.

The team will travel to Chesterfield, Mo. today to compete against the Belleville East and West teams, following the Deco Turf national tennis tournament in Chattanooga, Tn.

Boys’ tennis ready for Belleville Ryan Choe

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oday the boys’ tennis team travels to Chesterfield, Mo. to play against Belleville East and West. The competition will be the second of the season, following the Deco Turf national tennis tournament in Chattanooga, TN March 15-17.

So far this season, Head Coach Ben Loeb and the team have reviewed and practiced the ABC Tennis Player Basics, which covers the various styles of tennis technique and the most common patterns of play in singles. The team also recently started working on doubles.

“I emphasize the styles and patterns of play to create or reinforce strategic awareness,” Loeb said. “[We] also [discussed] a mental/emotional

component to strengthen our team building and to strengthen the individual athlete’s resolve.”

Each year, Loeb tries to identify members whom he expects to help lead the team. One of these select few is junior Kam Farid. Farid, a third-year member for the Bruins, looks forward to the rest of the season with much anticipation.

“I have been working on my forehand for a long time, [which] will help balance my game through adding to my strengths and make it very difficult to get free points from [shaky] ground strokes,” Farid said. “This will make me a better player through improvement on the baseline and make me a tough opponent for anyone.”

Farid has developed a connection and respect for Loeb. Farid is not unfamiliar with ad-

hering to many of Loeb’s coaching tips and believes his advice helps the team maintain high spirits and attitudes throughout the season.

“Some key ideas Coach Loeb tells the team is to embrace the journey and remain resilient in times of adversity,” Farid said, “which are great lessons for sports and for life to encourage perseverance and self confidence.”

Fellow junior teammate Sejoon Jun supports Farid’s approval and acceptance of Loeb’s key tips. Jun specifically complies with Loeb’s focus on prioritizing team effort and support.

“I agree with what [Coach Loeb] advises because I believe that they should also apply to life in general,” Jun said. “[Furthermore], I have been [personally] working on my backhand, since I’ve made a big switch from using

a one-handed backhand to a two-handed [backhand]. By improving and practicing my backhand, I believe that it will make me more confident when I’m playing a competitive match.”

Jun says the Belleville matches are momentum-builders for the rest of the season. He hopes to gain confidence as well as show an accurate representation of his skills as a tennis player and teammate.

“Belleville East and West are both great teams,” Jun said. “I believe that if we can beat them, it would help the team as a whole gain confidence towards the state title again. [Plus,] the Belleville matches will help the entire team grow and learn from the experience, since it will be the first match that the entire tennis team will be participating in.”

Track teams prepare for Fort Zumwalt meet Emily Oba

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KAI FORD / THE ROCK

ROAD TO RECOVERY: Junior track runner Jess Newkirk uses the elliptical machine in the training room.

Junior and senior runners, Ncuti Ishimwe, Mucyo Bangerezako sit on the table behind Newkirk waiting their turn.

Players reflect on combating injuries Ji-Sung Lee

D

uring a Feb. basketball practice session, as freshman Kate Linnemeyer was jumping up and cutting to the basket to catch a pass, she came down on her knee wrong, ultimately tearing her Anterior Cruciate Ligament (ACL). For about a minute, Linnemeyer said she was unaware of any feeling.

When it first happened, she said she heard a really loud pop, which scared her more than it actually hurt. Looking back on the incident, Linnemeyer said different scenarios run through her mind; if she hadn’t jumped the whole thing could have been avoided.

Linnemeyer has been playing basketball since second grade and this injury has disengaged her from the game. She misses the sport, especially with a lot of her time currently being spent in physical therapy, which she attends three to four times a week.

“When I first found out I couldn’t play the rest of the season or summer ball, I was devastated,” Linnemeyer said. “To me, basketball is the place where I can go and not have to think about anything else besides working hard and having fun.”

The only way Linnemeyer could play basketball again was to have surgery, so naturally, getting an ACL repair was a fair trade-off to be able to play the sport that’s been a part of her for so long.

Linnemeyer said.

Linnemeyer even says she misses running champions, which are similar to running suicides, and 100 makes, where players have a certain amount of time to make 100 baskets.

Furthermore, Linnemeyer believes this injury has made her all the more thankful for a healthy body and the opportunity to play.

University of Missouri-Columbia (UMC) Athletic Trainer Allison Mosel said any long-term injury on the body can take a toll both physically and mentally. The process can be long with many days that feel repetitive, especially when the recovery process takes an extended period of time.

“Try not to specialize in one sport when still in developmental stages of life,” Mosel said. “Studies have shown that sport specialization can cause increased levels of injury, burnout and sport withdrawal at earlier ages when compared to athletes involved in multisport participation.”

Mosel, who concentrates on treating the UMC women’s basketball team, said injuries can be so taxing because most long-term rehab processes can be very demanding.

Athletes competing at high levels especially have to be very patient through the rehab process to meet all the goals set for them by their medical care team, she said.

Through the use of her arms in lifting girls and tumbling in cheerleading, additional pressure was added on junior Aubrey Sanders’ rib, who, similar to Linnemeyer, sees the effects an injury can have on sport participation.

While Sanders’ injury was not directly caused by cheering, she said participating in her sport definitely made it more difficult to continue practicing. “[The] injury was mostly caused by a lack of cartilage in my rib cage, and as I continued to practice this remaining cartilage began to dissipate as my bones were grinding together,” Sanders said.

“This resulted in one of my rib bones on my left side to physically pop out of place.”

As an athlete, Sanders acknowledges that in any sport there is an inherent risk of injury. In that, athletes have to be prepared to do what they are expected under the added stress and pain of an injury, she said.

When recovering from an injury or surgery, Mosel said the most successful athletes are those that do not cut corners.

“Always seek and follow medical advice for any injury from your medical care team to minimize any long-term risks that may be associated,” Mosel said. “Listen to your body and do not self-diagnose. Seek medical care in the event of an injury and ask any questions you do not understand to your medical provider.”

he track and field team’s season has just begun with their first meet, the Columbia Kick Off, Friday, March 16. This fresh start brings new confidence for sophomore runner Maddie Orr. She believes there is a big difference between this year and last season.

“I’m feeling a lot better about this year. Being a sophomore is such a big difference from freshman year,” Orr said. “I think I might hit some good times this year, and I feel like the team is looking to a great year as well. We’re all at great spots in our workouts and working really hard. Also, I think [Neal] Blackburn has really kicked it in for this season by giving us tougher times to hit so early in the season.”

With similar ambitions for her track season, veteran jumper and pole vaulter junior Emily Litton has been in track and field throughout all of high school. With gaining a spot at sectionals last season and getting her personal record of 10’6”, she is ready for the new season.

“I’m really excited for this season. We have a lot of new people on the team, and I’m looking forward to seeing what we can do,” Litton said. “Personally, I’m just hoping to improve on what I did last year and have fun.”

Jumps and pole vault coach Patrick Sasser also sees certain changes from last year. As he looks at the girls’ team as a whole, he notices a loss in leadership. Although he acknowledges there are athletes who are willing to assume the responsibility that comes with leading a team. “[Shonekan, Brown and Banker] are some seniors that we lost in the longer rounds that’s kind of tough, you know, so we’re trying to place that, you know, and we have a few kids that are seniors now, [such as] Caroline Stevens, [who’s] showing as a good leader,” Sasser said. “She led in cross [country] and things like that.”

Sasser’s concerns aside, the boys and girls teams will compete at the Fort Zumwalt Jaguar Invitational Saturday. Both teams won this meet last year, on the boys’ side, Sasser believes they will be significantly better and stronger this year.

“I think we got a chance to do some special things on the guys side and our girls are a little weaker, like I said, a little less senior leadership, [and] a little more unknown coming back,” Sasser said.

“The guys side we know what we have.”

MAYA BELL / THE ROCK

STEP AND THROW: Senior Brandon Eggerding prac-

tices his javelin skills to prepare for the Fort Zumwalt meet.

Arts and Entertainment 19

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ouTube receives 72 hours of video uploads every minute. With this volume, there are videos of all types and qualities. Important documentaries, fun family vacation videos, instructional how-tos and more are uploaded to the site and can even make the uploaders money thanks to Google sharing. Everything can be uploaded — with certain regulations — to the website for free, but with great power also come incredible oddities.

Take, for example, the ASMR community, which in recent years has blown up into a section of YouTube that has now grossed more than a billion views.

Through whispering and mouth sounds, ASMR helps to relax the listener and is also recognized by the National Sleep Foundation as a quick fix for some people’s insomnia. For sophomore Angelina Summers, ASMR has become an almost daily routine for relaxation.

“I love ASMR so much because it is weird, but it still gets the job done honestly,” Schade said. “I watch a

A platform for odd fans to support even odder channels

video, and it just automatically helps me to forget everything else going on and puts me to sleep most nights, too.”

YouTube has grown out of viral videos of animals and babies and ventured into more artistic content.

During the course of the past few years, video essays covering different forms of entertainment and art have blown up on YouTube. Channels such as NerdWriter1 and NakeyJakey have turned videos about what realistic movie dialogue should sound like and why loading screens in video games matter into fulltime jobs. Much of this, however, is thanks to Patreon.

Patreon.com is a website that allows consumers of art, and in particular YouTube videos to support their favorite artists with a monthly payment that allows them to use their content as a source of income. In very special circumstances, making money on Youtube videos has also helped the likes of Pewdiepie and the Paul Brothers to use the platform as a full-time job. This ability, however, has become increasingly hard as the

With more than 5.2 million videos on YouTube, ASMR videos haven taken ahold of the platform. Some of the most successful videos can rack in up to 16 million views.

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website continues to face advertising problems because of controversy after controversy. Studies teacher Bryn Orton pays a small amount of money through Patreon to YouTuber “Red Letter Media,” who creates video essays on classic films and anime. He says by supporting the creator directly he feels much more connected to the content he receives.

“I love that I’m able to give just a little bit and still feel like I’m contributing to his videos,” Orton said.

“It makes you feel really connected to the other patrons and of course the creator because you all have a common purpose and things you know each of you have in common, which is really cool.”

Patreon also helps a much more peculiar set of uploaders to YouTube.

For fast food reviewer ReviewBrah, or John J. (who asked for his full name to be redacted for privacy reasons), says having niche content hurts one’s ability to make money just off of ad revenue.

His show Report of the Week does very in-depth reviews of the newest additions to the fast food market such

as the Mac n’ Cheetos or the newest Monster drink. But thanks to Patreon and a devoted fanbase, John has been able to use his internet stardom to help pay for college and live mostly on the money given to him from monthly patrons.

“My Patreon community is really amazing and has helped bring my channel to new heights.” John said.

“It gives me a lot flexibility, as well, because I know I don’t have to just make a quick video for money anymore. I can upload when I want to and know the content I’m coming out with is better thanks to my patrons.”

Though YouTube has been through a lot in the past year, sites such as Patreon and Reddit have shown that online communities help to grow the site and keep it moving for many years to come.

“YouTube has a lot of potential to be more than just daily vlogs and viral stuff,” Orton said. “I can honestly see more and more shows and movies coming directly there instead of TV thanks to ease of access and easier ads. I really hope that one day TV can just be replaced by YouTube.”

Fast Food Reviewer,TheReportoftheWeek’s most popular video, has over nine hundred thousand views.

TheNerdWriter1, a movie breakdown channel, has an accumulative 125 million views on his videos.

[SOURCE: THINKWITHGOOGLE.COM]

MOY ZHONG / THE ROCK

Student aims high with aspirations, ideas Allie Pigg

A

s a child, junior Drew Morris was upbeat, energetic and fascinated by technology. On Christmas morning of 2008, Santa brought Morris a shiny new iPod Touch. Since then, his interest turned specifically toward Apple technology.

He started watching every one of the company’s keynotes and became familiar with their products.

He dreamed of visiting Apple Headquarters in San Francisco, California, and when 1991 alumnus and Apple System Engineer Ben Graham was admitted into the RBHS Hall of Fame and spoke at the 2017 Homecoming assembly, Morris’ dream came true.

Graham mentioned he could get students into Apple for a private visit, but it seemed as if no one took his words seriously. Except for Morris. “[Morris] seemed really interested in Apple and in graphic design, which is my undergraduate degree from [the University of Missouri], so we had a lot in common,” Graham said. “I wasn’t sure if anyone would reach out to me after the assembly. I was really happy that Drew did, and he is the only one at this point to do so.”

Morris visited Apple with Graham in January, where he toured the design agency that aids Apple and the building where company discusses marketing pitches with other brands.

Morris has always believed the company changes lives, and he was

thrilled to see this notion firsthand.

Throughout the visit, Morris’ focus on the future intrigued Graham.

He was overjoyed to show him his interests and an in-depth glimpse into the company he always idolized.

“Getting to go was really life changing,” Morris said. “[I saw] why I’ve fallen in love with Apple. I do truly believe they change the world and they have positive intentions, and their products do the best things for that.”

Aside from his passion for Apple, Morris sees great potential in the popular messaging app, Snapchat. He has used the app for many years and purchased their first physical product, Snapchat Spectacles. The layout of Snapchat’s most recent update, however, upset many users, including Morris, but he did not want to let go of using the app because of it. Using his enthusiastic and resourceful attitude, Morris designed an alternative format and is trying to get in contact with the company to pitch his layout.

Although they have yet to respond, Morris is hopeful that his pitch will reach Snapchat, and the company will consider giving him the layout he wants.

“I completely respect the company, but this latest update is awful, and I feel like it’s one of my duties to speak up because I’m one of their biggest users,” Morris said.

Friend of Morris, junior Abby Still

said going to Apple and attempting to however, stirred up another one of contact Snapchat are just examples of his spirited interests: politics.

Morris’ enterprising personality.

“The 2016 election was a big “What turning s e t s point in my [ M o rlife,” Morris] apart ris said.

[Morris’] ability to connect with peofrom his “ S e e ing ple is pretty unparalleled at RBHS. peers is something He’s inclusive and funny but also pretty so drastic knows where to draw boundaries.” clear and and impact—Abby Still, Junior someful in the t h i n g world hapthat a lot pening and of high knowing school students strive for,” Still said. what my future could be like because “[Morris] fits in anywhere... he’s a of it is very important to me.” very versatile person, and I️ think he Additionally, the Advanced Placetries to ensure that the people around ment (AP) classes Morris has taken him feel included.” throughout his years at RBHS, inStill added that Morris is head- cluding AP World History and AP strong and embraces every chance he United States History, encouraged has to better himself by connecting him to get more involved in current with the people around him. political issues, and he enjoys debat“[Morris’] ability to connect ing the issues with classmates. He is with people is pretty unparalleled at taking AP Government next year to RBHS. He’s inclusive and funny but continue this political stimulation. also knows where to draw boundarHe is currently struggling to ies,” Still said. “He thinks it’s import- choose a field between his two inant to make long lasting connections terests but is considering campaign with people, and he actively tries to marketing because of its overlap of continue and support his friendships.” his passions.

Because of his charisma that guidAdditionally, he enjoys reading ed him to connect with others via the political biographies, studying poliever-growing world of media, Morris ticians and examining political viewbelieved he would take on a career in points that are important currently in the technological or graphic design America. field. The last presidential election, Morris is a member of Key Club,

PHOTO PROVIDED BY DREW MORRIS

Junior Drew Morris, who aspires to work for Apple, smiles for a photo near the Golden Gate bridge on his tour of San Fransisco Cal. in Jan 2018.

Rock Bridge Reaches Out, Speech and Debate and Young Republicans, but his favorite organization to be a part of is RBHS Student Council because he likes providing for his peers.

In the end Morris approaches anything life gives him with full-hearted dedication. From planning study sessions with his classmates to interacting with the biggest companies in the world, he does everything with enough passion to ensure he gets the most out of what he does.

“I’m known for speaking my mind, and I get a lot of backlash for that,” Morris said. “But if I don’t stay true to myself and say what I believe, then there’s no point in what I do in life.”

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EDITORIALS 5

ISABEL GOMPPER / THE ROCK

Arming teachers is not the solution

S

hortly after the tragic Sandy Hook El- plans to arm teachers, we want to keep it that ementary School massacre on Dec.14, way.

Although CNN reported 14 shootings across 2012, thousands called for gun restrictions. Within four months, a Missouri the nation in 2018 with half on the premises of a high school, allowtown less than 200 miles ing teachers to have from Columbia had trained concealed weapons and armed some of its Should CPS increase the number of isn’t the solution. teachers. resource officers in schools rather Introducing guns More than six years latthan arming teachers? into schools creates er in the wake of the high an unsafe environschool shooting in Parkland, THE ROCK STAFF ment. The classroom Fla., legislators continue to VOTED setting is built on debate the boundaries of YES - 28 trust between stuthe Second Amendment, dents and faculty, and the President called for NO - 0 and a 9mm on the hip the arming of teachers in a of a math teacher will tweet on Feb. 23: “Armed not help build a relaEducators (and trusted people who work within a school) love our stu- tionship. Furthermore, teachers are qualified to dents and will protect them. Very smart people. educate students and are trained to support and Must be firearms adept & have annual training. teach their kids, not protect them from bullets.

There are other liabilities to introducing Should get yearly bonus. Shootings will not happen again — a big & very inexpensive de- guns in schools. Mistakes happen. Teachers can leave off an answer on a test, forget to reterrent. Up to States.”

While Columbia Public Schools have no mind students about homework or even post

their notes on the wrong Schoology class. Recently in California, a man came to a class to demonstrate gun safety. During the event, the weapon was accidentally fired, the Washington Post reported. In Dalton, Ga. a teacher allowed to carry a gun was accused of firing it in his classroom, with later reports showing his mental background as unstable.

With or without extensive teacher training, an accident is bound to happen, and a student life lost is not worth the risk.

All other considerations aside, teachers carrying guns sends the wrong message to adolescents. Instead of implementing more guns to combat shooters, we should look to help these troubled minds. The alleged Marjory Stoneman Douglas High school perpetrator was mentally ill; so was the Sandy Hook aggressor. If the theoretical funds used to train and arm teachers were spent on additional resource officers and increased crisis counselors in schools, students would have a platform to share their troubles and get help for their underlying problems.

Having more resource officers or police who are taught to connect with students in the

schools can help improve the security of the building without arming the teachers. With their ability to connect with students, a feeling of safety and security could be established without causing alarm in classrooms. The National Association of Resource Officers reports that only 30 percent of American schools have full-time resource officers.

Instead of arming our teachers, school districts need more resource officers who have worked in law enforcement and know how to connect with the students.

Until we can come to a consensus about the meaning of the Second Amendment, our generation must face the reality of armed shooters.

This is a challenging issue that has many different facets and no easy solutions. Schools must prioritize their funding to improve security by adding more resource officers.

School is a place for educating in a safe environment. Guns inside our doors is not conducive to the district’s mission. We applaud CPS for not entertaining this poor solution, but we call for another SRO to walk the halls with Keisha to keep us safe.

NEE survey fails to meet goals Katie Whaley

I

hover the mouse over one of the answer choices, frustrated. The question was simple, “This teacher makes you think deeply,” yet, I wasn’t satisfied with any of the five given choices. My teacher was great at making the class contemplate profound ideas; however, he struggled to connect those thoughts to the actual lesson. I wished I could explain my predicament, as no question on the sheet pertained to the specific problem I had.

I was taking the Network for Educator Effectiveness (NEE) Student Survey, an inquiry asking students about the effectiveness of their teachers’ teaching abilities. Columbia Public Schools (CPS) administered the survey to those in grades 4-12, asking students to answer honestly on 12 multiple choice questions.

This NEE evaluation, however, is not substantial nor thorough enough to consider an accurate resource to report on teachers’ capabilities in the classroom.

To start, only nine questions of the 12 were “real.” Three were “calibration” queries made to gauge the honesty of the student taking the

The Rock Rock Bridge High School 4303 S. Providence Rd., Columbia, Mo. 65203 Vol. 45, Issue 5 March 22, 2018 Population: 1,962 Students, 148 Faculty Circulation: 1,500 Contact Information: Phone: 573-214-3141 Website:

survey. The actual nine questions that discussed the teacher’s efficiency were statements about teachers, and lessons were similar to the one aforementioned about deep thinking.

Some questions asked were: “This teacher expects us to think a lot and concentrate in this class,” and “This teacher’s lessons make us think the whole class time.”

These questions, though pointed in the right direction, fail to address student needs. Though there are questions about the effectiveness of teachers and whether their styles coincide with NEE standards, there is a lack of queries concerning if the teacher approaches the material of the class in a clear and appropriate way.

In addition to poor questions, the survey’s answer choices were too vague. There were five answer choices for each question, being “Not True,” “Sort of True, “True,” “Very True” and “No Opinion.” The questionnaire should have additionally asked how often teachers execute those qualities.

Although gathering information on these skills is important, the questions asked do not cover all areas of discussion. If a student had an issue

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with a teacher not mentioned in the questions, there was no way for him or her to express that opinion. For example, if a student missed a lot of class time because of sport competitions and his or her teacher always forgot to update materials online, there was no way to express his or her difficulties.

To fix that issue, the inquiry should include a comment section for students to write in specific problems, although one may wonder why this is necessary as a student could always talk to his or her teacher about a dilemma. If the issue is something the student is uncomfortable speaking about or the student doesn’t feel close enough with the teacher to tell him or her, an anonymous comment section would be beneficial, as the student would have a safe environment to discuss the problem. Though, this could turn into a venting forum where a student could say choice things toward a teacher, however, that in itself shows feedback to the teacher.

Additionally, giving students the opportunity to comment on their teachers allows for better feedback overall. How the survey is set up

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If you have a letter to send, email it to contact@ bearingnews.org or fill out the online form. Limit entries to 400 words. The

THE ROCK SURVEYED 190 STUDENTS, OR 10 PERCENT OF THE STUDENT BODY

ISABEL GOMPPER / THE ROCK

now is not relatable to students because it only asks if teachers meet CPS requirements of teaching skills.

It does not offer an opportunity for constructive criticism, which would be more helpful than a blatant “Not True.” None of the questions ask what students want or need from their teachers beyond the skills the district requires. This makes the NEE a difficult poll to consider seriously.

There needs to be more done than just adding questions, response choices and a comment section, though. There was also an inaccurate representation of all students because teachers do not have to survey all of their students. Instead, teachers only need a small percentage of their students to take their questionnaire in order for it to be valid. That means for teachers with 100 students, perhaps only 20 percent of those stu-

Rock reserves the right to accept or reject material based on standards set by the staff.

STAFF: Adviser: Robin Stover Editors-In-Chief: Elad Gov-Ari, Nikol Slatinska, Rochita Ghosh Production Manager: Nikol Slatinska Art/Design Editor: Moy Zhong Business Manager: Rochita Ghosh Photo Editor:

dents need to report on that teacher, even though there are 80 other people with the same teacher.

This causes two sets of problems.

The first issue with this 20-person system is that the survey does not represent every student’s opinions, as not all students will end up taking the NEE survey for all their teachers. On top of that, teachers can pick which class or group of their students take their survey to bolster results, which skews the data from the truth even more. If CPS wants to evaluate ability, then they should require all students of every teacher to take the examination.

If it’s important for CPS to have honest feedback on the performance of teachers in the district, then they should expand the NEE survey to allow for more opinions and better represent every student.

Yousuf El-Jayyousi News Editor: Katie Whaley Features Editor: Ji-Sung Lee Editorials Editor: Faaris Khan Commentaries Editor: Nikol Slatinska In-Depths Editor: Ann Fitzmaurice A&E Editor: Elad Gov-Ari H&W Editor: Grace Dorsey Sports Editor: Emily Oba

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6 EDITORIALS

THE ROCK www.bearingnews.org March 22, 2018

Truck parking poses danger to students Elad Gov-Ari

O

VALERIA VELASQUEZ / THE ROCK

bstruction. A word that is often paired with bowel or justice.

This word, however, has found itself a new and hazardous meaning in the north parking lot as enormous, absurd and loud pickup trucks plague the aisle curbs, curbs where drivers are expected to blindly turn onto the outgoing traffic lanes. While parking is permitted in such areas, RBHS must look at this issue and regulate who can park on such curbs as to remove the massive obstructions that are pickup trucks.

While owning a large truck is not an issue in itself, parking one in a location that detracts from student visibility and subsequently safety certainly is. The general lack of regulation surrounding this dilemma is astounding. When referencing the student handbook, which seems far more interested in collecting the $50 parking fee than assisting student drivers in safety, students can learn how and where their parking hang tag should be located, with approximately one-third of parking regulations pertaining to the parking tag.

The remaining two-thirds of the parking section solely addresses loitering and loss of parking rights as a consequence of misbehavior and recklessness. While these regulations are undoubtedly important, the visibility of drivers and general safety of students seems to trump such monetary importances.

An additionally infuriating issue with the everlasting monster truck epidemic is their entitlement to take not one, but two parking spots in the already crowded north lot. Obviously, their gem of a truck needs to be safe from scuffs and door dings in order to protect their fresh coat of mud; however, this protection should be obtained by parking

farther away in north, rather than taking two or more spaces. This process would not only free up more parking spots in the main section of north, but it would also keep the hulking trucks protected from potential scratches and dings by other cars.

As a north lot parker, I, alongside many of my peers, have experienced countless adrenaline-inducing moments of close encounters.

Out of these encounters — the most common and terrifying — comes from trying to turn out of a parking aisle. As if carefully attempting to steer clear of any nearby cars while backing out is hard enough, driving out of an aisle involves a guessing game of deciding whether or not your vehicle will be obliterated by a speeding car already in the lane. The line of sight is cut short by an oversized, gas-guzzling overkill of a transport that is a lifted commercial pickup truck at a high school.

The most effective method for preventing such incidents is banning truck parking on such aisle curbs. Although this might upset a handful of drivers, the removal of such obstacles would drastically improve safety and ultimately cause far less stress in the parking lot.

With so many other parking spots in north and south combined, these specific spots should be reserved for smaller SUVs and sedans.

Among the many issues American schools face, the problem of parking is seemingly an easy fix and should be addressed as soon as possible. Additionally, student driver safety needs to be a higher priority for RBHS administration. Too many instances of close calls, fender benders and straight-on collisions can be attributed to the illogical placement of large trucks on curbs. With that being said, new regulations need to be seriously thought through and implemented soon before a student is injured or worse.

Student teaching needs restructuring

Trainees should gradually increase role in classroom before conducting full lessons

Allie Pigg

T

he first step in becoming a teacher is acknowledging the desire to study education. Then, in order to progress their passion, aspiring teachers can pursue education and learn how to enlighten the next generation. Once their learning is secure, they can begin to expand on their knowledge by gaining experience through applying to become a student teacher.

While this phase in real-life teaching can be exciting for the college student, it’s harder for the high schoolers who have to withstand the teacher’s learning, which can get in the way of their own education. Future teachers building their experiences should not weigh on the shoulders of students.

The frustration doesn’t come from the teacher as a person, as most student teachers seem to teach the content with an upbeat, positive attitude; rather, it’s the weird transition at the beginning of their time with students.

When the class jumps from being taught only by the regular teacher to being taught completely by the student teacher, it tends to be a hassle. Every teacher has a different teaching style, and every student has a different learning style, and students adapt to their teacher’s style throughout the year, so it’s difficult to shift from one teacher to another so quickly. While being able to adjust to different teaching styles

is an important skill to have for college, it’s not lesson, as well as observing their class before effective when students modify their learning they take it over. This allows the college stuto a specific class’s flow and suddenly have to dent to get the clearest understanding of what transition to another way of learning informa- it is like to be a teacher. tion within the same course.

The student teaching experience should be The National Council of Teaching Qual- done on a progression. As the standard states, ity (NCTQ) provides 200,000 students with the student teachers are in the classroom for 10 these apprenticeships in teaching. The NCTQ weeks, which means the progression system works with about can be split up into 1,400 higher educatwo-week intervals tion institutions and in order to make the Students adapt to their thousands of school transition time proteacher's style throughout districts across the longed and easier for the year, so it's difficult to United States to both new teachers shift from one teacher to place, mentor and and students alike. supervise young The first two weeks another so quickly." teacher candidates. of the progression The NCTQ has five process should condifferent standards sist solely of instrucfor the student teaching process. The first tional observation and getting to know the stuone states, “The student teaching experience, dents that are in the class. which should last no less than 10 weeks, This first interval should involve the stushould require no less than five weeks at a sin- dent teacher watching how the regular teacher gle local school site and represent a full-time presents new information to the class, as well as recognizing and identifying students who commitment.”

While the standard requires the student may need extra help and working with them teachers to give a “full-time commitment,” this to understand how they learn best. During the doesn’t have to mean taking over the whole second, third and fourth intervals, the student class from day one. Full-time can also mean teacher can begin easing his or her way into walking around the classroom, answering getting up in front of the class to teach, startquestions and providing guidance while the ing with mini-lessons and growing in length regular teacher continues on with the regular until they take up the entire class time a few

days per week. By the last two-week interval, student teachers can reach their full experience and teach for the entire class every day, and by then, the students should be adjusted to the different teaching style.

Student teaching on a progression improves the quality of learning for both students and the young teachers. Students would be able to learn the content without interruption from the transition time and are also exposed to the content in a number of different teaching styles, deepening their understanding of it. As for the student teachers, developing their skills of getting to know the students’ styles on a slower scale can help them with their future careers as they would be able to identify similarities back to the students they worked with in-depth while teaching.

Student teachers do a great job applying the skills learned in school to a real-life classroom with real students who need to learn the content.

Student teaching is very important because teachers build future generations, but there should be a better system that allows high school students and the student teachers to both gain from the experience, instead of setting either side back. At times, it seems unfair that my learning experience is a “practice” platform for them, but then I remember the positive impact my teachers have had on me.

They all had to start somewhere.

Action necessary for climate change Rochita Ghosh

I

n biology, students learn the effects of climate change on Earth. They learn how human output often results in higher global temperatures, higher intensity storms and more natural disasters.

These effects have never been felt greater than today; scientists say 2017 was the third hottest recorded year in America with an average increase of 2.6 degrees Fahrenheit, as reported by the Scientific American. The five hottest years on record have also been in the past decade, they reported. These high temperatures eventually create increased droughts and heat waves and can cause the ice caps at the poles to melt, raising ocean levels and potentially wiping out coastal cities, according to NASA. Maybe the unit on climate change was actually important to understand.

2017 alone saw four major hurricanes: Harvey, Irma, José and Maria.

The storms ravaged the south and east coast of the United States; Harvey dropped 50 inches of rain on Texas

and killed more than 80 people, according to the Texas Tribune. Maria demolished Puerto Rico, wiping out electricity and portable water. Even today, 16 percent of Puerto Rico has no power, according to USA Today.

Some, however, still think global warming is a hoax. And these “some” hold a few of the highest positions in the country. Many in the Trump Administration, ranging from CIA director Mike Pompeo to EPA administrator Scott Pruitt, are climate change skeptics, according to Politico.

President Donald Trump is among them: he tweeted Dec. 28, 2017 that New Year’s Eve could be the coldest on record, and “Perhaps we could use a little bit of that global warming.” Though he said in 2012 climate change was a Chinese idea, it’s quite sad that our leader doesn’t understand how science works.

What’s more alarming are the actions he’s taking; Trump announced June 1, 2017, that the United States will pull out of the Paris Climate Agreement, an international treaty to attempt to lower global temperatures

to about two degrees Celsius and lower CO2 emissions by 2020, according to the United Nations.

Thankfully, despite Trump’s head-scratching actions, there has been a push for a stronger global plan to combat climate change. At the G20 Summit in July 2017, leaders of major countries reaffirmed their promise and also issued a stronger “Climate and Energy Plan for Growth.”

These actions are exactly what is needed in this time. It doesn’t matter if the nation’s highest leaders do absolutely nothing to stop human contributions to climate change — it is possible for a state, a city or even a single individual to help. While it’s hard to avoid using things that will cause carbon emissions, like driving a car, limiting them will still help. In addition, writing to Missouri senators or the governor advocating against climate change can help immensely.

Inaction, however, can't happen.

Participate in climate change rallies or write to a congressman, but don't sit and do nothing. The human race is in danger of becoming a victim.

ISABEL GOMPPER / THE ROCK

FEATURES 7

THE ROCK www.bearingnews.org March 22, 2018

Work for it

Success dependent on effort Ann Fitzmaurice

M

ounted on the front chalkboard of Chris Fischer and Nicole Clemens’ Advanced Placement (AP) United States History class is a list of classwork due dates. These assignments are all given at different points during the unit, but they are all due at the same time, allowing students to decide when they want to complete their work. Whether or not the students complete the assignments, however, is dependent on their work ethic. Junior Emily Ma believes that although she may not have the greatest work ethic, she has learned how to use her time efficiently.

“I know that I will eventually do the work and do the work well,” Ma said. “If there’s no deadline, I don’t do the work immediately because there’s usually more pressing studying I could be doing in the meantime. I definitely procrastinate, but I also prioritize.”

By choosing what work is a priority to decide a sequence of events is a common strategy and important in organizing coursework, according to a study by appfluence.com. With a heavy workload, choosing which assignments and classes are more important can help with stress as well as balancing extracurricular activities.

Sophomore Shanley Silvey is involved in multiple extracurriculars. To keep track of everything, Silvey said she doesn’t usually procrastinate, but when she does, she finishes her work the night before or the morning it is due.

“I balance school with other activities by doing assignments as I get them so they don’t pile up,” Silvey said. “[Although] I could improve on [my] study habits in school, I [try to] use my AUT time wisely.”

Despite a heavy workload from several honors and AP classes, Silvey attributes her high grades to her motivation to work hard during class. With the average high school student taking home three or four hours of homework a night, according to a poll by the University of Phoenix, a strong work ethic is necessary.

“I used to do homework as soon as I got it, but as time went on the amount of homework increased, and the time I had for homework decreased,” Ma said. “I had to prioritize my work so that my semester grades wouldn’t suffer.”

While grades motivate Ma to work harder, Psychology Today warns that report cards can harm a student’s motivation. Students who are only motivated by their grades can find loopholes from doing work in order to achieve a high percentage. This can include cheating and taking easier courses to secure a higher grade. Clemens, however, believes grades are a great tool to incentivise students.

“Grades are a kind of currency among peers, teachers [and] colleges. But there is a strong relationship in my experience between students who are motivated by something other than grades and students who are academically successful,” Clemens said. “Grades are the boss for a lot of students, but they certainly aren’t the only motivation. My students are motivated when they enjoy the content in a big picture.”

Along with urging students to find interest in their work, integrated projects are a way to motivate students, according to an article by MindShift, a classroom advice website. Giving the students an option to choose how they want to learn increases their passion and thus decreases procrastination.

“If you value what you’re doing, you’ll spend more time on it and do a good job,” Clemens said. “If you’re in it simply to get the points and so your parents don’t yell at you about an NHI, that’s the perfect recipe for procrastination.”

For Ma, procrastination is hard to avoid. In some periods, she takes notes over the textbook and does the homework immediately. In other classes, Ma walks into the room without studying at all because test corrections are an option.

“Last semester I procrastinated pretty bad on an online sociology class, and I was really behind at the end of the semester,” Ma said. “I ended up completing about 50 percent of the semester’s work in two days.”

Deadlines can be a big motivator for students, according to an article by the New York Times.

When someone verbally commits to doing something, they are more likely to get it completed on time.

In Clemens’ and Fischer’s AP United States history class, students have the option to revise their work after the date they are supposed to turn it in as long as students complete the as-

Where do you find the motivation for a good work ethic?

a good

[SOURCES: ACCESS PERKS,THE SCHOOL SUPERINTENDENTS ASSOCIATION]

VALERIA VELASQUEZ / THE ROCK

You have to take something you’re passionate about and be like, ‘Once I get all this done, I’ll have time to do this,’ and that motivates me.”

— DJ Norfleet, senior

I want to try to challenge myself, so the stress might not be worth it, but I like to challenge myself and grow as a person.”

— Ammaar Firozi, sophomore

signments with optional revisions by two weeks after the original “due date.” Students, however, begin to internalize that the “due date” is not the actual due date.

“For a lot of students, deadlines are motivating. There’s an end in sight; it has to be done because there is no plan B. But for a lot of students deadlines are too malleable. Like in

It comes from knowing that I know I want to do well in school.

I have that motivation, so it will help me in the future.”

— Audrey Novienger, freshman Y. EL-JAYYOUSI / THE ROCK

Y. EL-JAYYOUSI / THE ROCK

AP U.S. with the two-week window,” Clemens said. “But, really, the same holds true for me as a working adult to some degree. I know I have to grade all the time, but the day IPR grades are due is a hard deadline that looms over my head that week, and I’ve got to get it done even if it means I have to adjust some other things in my life to make it happen.”

Y. EL-JAYYOUSI / THE ROCK

Families welcome students from abroad

ROCK

VORE / THE

W

hen sophomore Greta Scheidt first welcomed French foreign exchange student senior Marine Caron through the Rotary Youth Exchange (RYE) program into her home, she wasn’t sure if their personalities would click or how difficult the language barrier would be.

Now, the two have spent more than three months together, and Scheidt said everything has been perfect. Scheidt heard about the RYE program through her Spanish teacher, Krisleen Arthur. After getting excited about the idea of hosting someone from another country, Scheidt said she convinced her parents to apply to host.

“I would definitely recommend hosting with [the Rotary Youth Exchange program],” Scheidt said. “It is an amazing experience that allows you to learn more about another culture and part of the world as well as create a lifelong relationship.”

The local Rotary group is Rotary District 6080. Individual clubs in communities and the members of the district committee publicize the youth exchange, Rotary Outbound coordinator Julia Prullage said.

“Host families have a chance to share their families’ traditions, culture and values with an exchange student,” Prullage said. “In return, the exchange student has the chance to share their culture, values and family

traditions here with their host families and with the community. Our hope [is] that each side can be an ambassador for their country and to build bridges to promote peace.”

For U.S. students who feel that going on an exchange may not be right for them, hosting can be a good solution, Prullage said. Scheidt said she was interested in traveling abroad but was not sure if she was ready to actually study for a year in another country. Scheidt said she was already used to living with another person because she has a brother, so the transition wasn’t very difficult. Because the personalities fit well together, Scheidt said she didn’t have to do much adjusting.

“To become a host family, Rotary District 6080 has to follow the guidelines set out by the United States Department of State and Rotary International along with the South Central Rotary Youth Exchange,” Prullage said. “All host families must submit host family applications that details family members, pets and expectations. All members of the family who are over the age of 18 during the hosting period must submit a volunteer application and undergo a criminal background and reference check.”

Initial home inspections proceed, and host family orientations explain the rules that students are expected to follow. Topics such as safety, ideas of culture shock and homesickness are covered, Prullage said.

In Caron’s case, she will CAMRYN DE

Ji-Sung Lee

be staying with a total of three families; so far she has stayed with two. With the Scheidts, Caron said she went to a ballet and to Colorado.

She is also traveling to Florida with them. She said she appreciates the ways her host families have made her feel welcome, including making crepes, French bread and having cheese together.

“I never felt outside of the family and [the Scheidts] didn’t [show any] differences between me and their kids,” Caron said. “I came [to the United States] with one family, and now I have three.”

Depending on several factors, the certifying and vetting of the host family usually takes about two weeks, Prullage said. The second home inspection takes place within 60 days after the student has been with the family.

For junior Isaac Parrish, since his family had experience taking care of foster children, he figured they would be up for the experience.

Like Scheidt, Parrish, who hosted a Japanese exchange student from March to June of last year, said the RYE Program sounded like a neat opportunity.

“I would definitely recommend signing up,” Parrish said. “We learned a lot about Japanese culture from it, and it felt like a sort of adventure providing the ‘American experience’ for the student, taking him places he had never been and introducing him to food he had never tried.”

Although Prullage said the experience is different for each student, it can be challenging when considering language and cultural barriers; however, the rewards are equally awesome, Prullage said.

“Some of the benefits for the host family is to mentor a student and participate in the growth of their awakening to a larger world than what they knew when they started their exchange,” Prullage said. “It is like receiving a gift of another child as a teenager in your home.

You have the chance to reevaluate what is im-

portant when you try to explain it to someone new to your family.”

Having had two foster brothers in the past, Parrish said he already knew what he was getting into when he agreed to open a room up to someone outside the family. It was a new experience for him to live with someone his own age, Parrish said.

“I could more easily relate with him when it came to things like high school and other teenage things, since my siblings still aren’t out of middle school yet,” Parrish said. “He was very friendly and respectful toward everybody while he was here, and my friends and I can all agree we miss hanging out with him.”

Characteristics that are important when selecting a host is a willingness to open both the home and family to the exchange student, Prullage said. The host families can be married, have teenagers or young children in the home.

“We expect host families to treat each other and anyone in the home with respect and dignity. Host families need to be able to clearly explain their [family’s] expectations of all members,” Prullage said. “Above all, host families and exchange students need to have patience and understanding with a good measure of humor.”

Through the experience, Parrish said nothing necessarily life-changing occurred, but learning about entertaining little things along the way definitely made it more enjoyable. For example, he noticed how some Japanese people like to put seafood and mayonnaise on their pizza, which Parrish found surprisingly good, or how a lot of them often sit with their legs crossed when they eat.

“It was fun just being able to become a friend of theirs and become a part of his experience while he was here,” Parrish said. “Becoming a host guarantees learning more about the world and can give you a new perspective for America and the things we may take for granted that foreigners would’ve never experienced.”

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Playing favorites Teacher bias affects performance in the classroom Grace Dorsey

I

f one were to ask any teacher what her favorite color, food or hobby was, she’d probably reply with ease. Ask the same teacher about her favorite students, and the question might turn into some trouble. This is because bias toward certain students is a behavior some instructors actively try to avoid expressing, possibly for a good reason.

In a 2013 study by the United Kingdom’s Department for Education, moderators analyzed how 2,000 teachers graded 11-year-old students’ work during one year. The research found that two out of every three moderators believed personal feelings affected the students’ grades.

Wendy Reinke, a professor for the Educational, School & Counseling Psychology department at the University of Missouri-Columbia, thinks the absence of equity could distort more than just a child’s report card.

“Personalized attention from your teachers [helps] to build positive relationships with adults and positive associations to schooling. Students who feel connected with their teachers are more likely to be engaged in school,” Reinke said. “Students who are less engaged are more likely to do poorly in school and may drop out of school early.”

Within RBHS, a majority of students consider there to be preferential treatment. In a 2016 poll by bearingnews.org, 80.53 percent of participants believed their teachers did pick favorites. Additionally, 58.95 percent

thought such behavior negatively impacts the learning environment.

Senior Ruth Wu sees some uneven distribution of interaction but attributes the phenomenon to both personality and situational factors.

“I’d certainly say that teachers naturally gravitate towards certain students, which could be considered favoritism, but it is just a natural result of knowing them beforehand or having compatible personalities,” Wu said. “Sometimes I feel isolated when teachers primarily talk to a group of students, but part of the problem is that the classrooms have a lot of people, and teachers aren’t usually in the center of the room.”

One notable ceremony, the Bruin Pride awards, involves teachers choosing one student to recognize. In doing so, educators point out who they believe fits the criteria for the reward.

Spanish teacher Krisleen Arthur does believe this is a form of favoritism.

“I will say, though, that it’s difficult to choose for this. I personally tend to gravitate towards someone who has struggled and overcome that obstacle,” Arthur said. “Of course, that indicates it’s something I value… grit and determination. It’s not usually a personality characteristic. It is a form of favoritism, though.”

Similarly to other educational obstacles such as bullying, favoritism exists beyond the classroom. Research has explored its effect on siblings, and a 2010 Cornell study linked mothers’ favoritism to adult depression.

“Favoritism outside the classroom

is part of the natural world. Think of it this way: the hardest-working individual isn’t always given promotions.

People can move up in the workplace just because they are favored by the executives,” Wu said. “Ironically, I think when teachers favor me, they grade my work more harshly . . . They have higher expectations for me.”

By high school, most students have developed definite personality traits and habits. In fact, personality may be a better indicator of success than intelligence in high school, according to a review in the journal Learning and Individual Differences. Arthur attributes having connections to students to human nature.

“We are people. We are in this business (education) because we believe in and enjoy young people, believe in sharing our knowledge and expertise.

We cannot help feeling particularly positively about kids who do well, are positive and respectful learners and are successful in our classes,” Arthur said. “It’s going to happen. It is that unbalanced expression of privilege that I’m not okay with.”

Still, Reinke doesn’t endorse any bias, even if it’s rooted in natural human dynamics. From her perspective, teachers should provide an environment where everyone is appreciated.

“Equity is very important. Teachers need to monitor that they are treating all students with respect and have high expectations for all,” Reinke said. “Sometimes teachers aren’t aware that they’re giving more positive attention to certain students.”

CARMEN RAMIREZ / THE ROCK

Fears develop with age, interactions Emily Oba

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my heart patters faster a little more easily. I more of a fight between instincts and logic, and think maybe because I have a responsibility for eventually we can reason our way out of some fears.” someone other than myself. In general, though, Dr. Hendrix explains how I don’t have a lot of fears.” kids have less fear because As she matured, Graof an animistic mindset. ham’s fears evolved Animism is the idea and she became that non-living obmore attentive. jects have human She concludes characteristics. the subject Dr. Hendrix of the gave the fear can example change of a person because an putting gasindividual oline in a car recognizes because it is the risks of thirsty. the world.

“ElemenSometary school times inkids are more stead of logical, but increasing they still think the amount of from the perfears through spective of things age, they decrease. When Kothey can directly [S varik was in middle observe or experiOU RC school, she realized ence,” Dr. Hendrix said.

E: A NX IOU clouds were just cute and “Therefore, something like S TODD L E R S] puffy. death is abstract, and they can’t re“I believe getting older has a lot to do with ally understand how it is permanent. To cope [fear changing],” Kovarik said. “I think as kids with that, they end up personifying death. That we go completely by our instincts, whatever means they think of death as a person like the it is that they say. Once we get older there is Grim Reaper who might get them.”

CARMEN

luffy, white puffs of clouds twist into different shapes as a kid looks up at the sky; for many children they use clouds to hone their imagination, but for senior Kaelyn Kovarik clouds were a source of fear instead of fun.

“I was indeed afraid of clouds and dogs,” Kovarik said. “I’ve gotten over the clouds completely, and I’m mostly over my fear of dogs, but sometimes I get a little nervous around them.”

Kovarik’s fear of clouds started at school where her teachers would stress the dangers of severe weather. Her concern wasn’t shared with her family members, who would watch the storms as Kovarik cowered in the basement.

“After being outside in a couple bad storms at a soccer practice or some activity and hearing the destruction of tornadoes on the news, I was pretty afraid of storms,” Kovarik said. “Any time I was outside after that, I would look at the sky closely until it got to the point that if there were any clouds at all, even white fluffy ones, I got really nervous and freaked out. It really frustrated my family I think, but I couldn’t help it.”

While Kovarik had a fear during her childhood, Dr. Rebecca Hendrix, an associate professor of psychology at the College of the Ozarks, said sometimes kids can have fewer fears because they are unaware of consequences.

“As a child, I climbed all over the barn at our farm,” Dr. Hendrix said. “Once I became an adult and saw my own kids do that, I feared that

they would fall. I rarely thought about falling when I was the child. I am not sure then if this is less fear or less knowledge, less awareness of consequences, etc.”

Hendrix believes fear changes as one gets older because of environmental interactions.

She says children’s imaginative thinking is not logical yet.

“Many preschoolers think that whatever a substance looks like, that is what it is. For instance, my husband was a Roman soldier in an Easter play. As part of that role, he had to be fairly rough and snapped whips around and such while in character,” Hendrix said. “After the play, a close friend and his daughter came through the receiving line to shake hands with the actors. Although the little girl had had many previous encounters with my husband and was quite familiar to him, as far as she was concerned that night, he was a mean man. She didn’t understand the difference between acting and his real personality.”

The perspective differences between adults and children seen with Hendrix is also prominent for the mother of two 10-year-old twin boys, Advanced Placement (AP) Biology teacher Kerri Graham. She believes she pays more attention to potential risks than she did before having kids.

“Before children, I would run in the dark by myself,” Graham said. “In college, I would walk home to my apartment alone. I just wasn’t concerned for my safety. Now I am much more aware when it comes to safety concerns, and

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HEALTH & WELLNESS 15

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Au naturale is in

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Nikol Slatinska

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helps immune system and boosts skin

health [SOURCE: WISEWOM ENBOTANICALS.NET]

Lemons:eptic and i has ant clearing mental ies propert

VAL

ELAS ERIA V

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/ THE

ROCK

onnie Jacoby has helped people overcome shingles, reduce cancerous tumors and relieve their hyperactive children of night terrors. No, Jacoby is not a doctor — at least not in the traditional sense. Instead, she is a naturopath, or someone who does not use surgery and synthetic drugs to treat illnesses, and a certified aromatherapist who manufactures her own line of organic health and skincare products called Wise Women Botanicals.

What began as an effort to improve the quality of the creams at her previous nursing job has grown into a business built on the philosophy that everyone should have easy access to maintainable health. More and more people have found a need for ingesting and applying natural ingredients; a report by Grand View Research estimates the organic personal care market to reach $16 billion in 2020, which is almost twice what the industry generated in 2013. Factors contributing to the growing demand include increasing general awareness of personal health, corporations deviating from using harmful chemicals in their products and recent approval of the use of certain organic and bio-based substances from the U.S. Department of Agriculture (USDA) and the Food and Drug Administration (FDA).

Wise Women Botanicals is proof of this heightened interest in all things natural; when the business first came to be nearly eight years ago, Jacoby expressed, people were just beginning to clamor for preservative-free personal care items.

She said many were afraid to ask, but once they realized they could, they gladly abandoned their pill-laden lifestyles for a much simpler alternative.

“They’re sick of what the side effects are of everything. Doctors don’t listen to you; they just BandAid something,” Jacoby said. “You put a Band-Aid over the symptom; you don’t go to the root of the problem, and that’s what Wise Women Botanicals does.”

Jacoby discovered this need for purer creams, skincare products and medication alternatives after working as a nurse for 25 years. The hand lotions provided at hospitals weren’t

effective, so she began dedicating time to creating her own substitute. What came as a result were glycerin, goat’s milk or aloe-based emollients infused with essential oils that, unlike hospital lotions, seep into all three layers of the skin and don’t need to be reapplied. Their constituents range from oils made of Lavandin Grosso, a plant resembling lavender known for its therapeutic and antidepressive properties, to grape seeds, which contain antioxidants that promote apoptosis of cancer cells, preventing tumors.

From there, Jacoby has gone on to make and sell tinctures, essential oil blends, soap and skincare items at her stores in Moberly and Columbia and on her website, wisewomenbotanicals. net. Clovers Natural Market, Lucky’s Market and Heart Body and Soul also carry the line, as well as a number of stores in other states. Aside from vending, she also performs wellness screenings, which include sitting down with customers, looking at their diet, exercise habits and major stressors, and trying to determine the source and solution to their health problems.

“A wellness screening takes your body, your mindset, your life and looks at it from the core.

Then you can say, ‘Okay, well my blood pressure gets up a little bit every once in a while.’ Well what are you doing when that happens?” Jacoby said. “‘Well it’s usually because maybe I’m working with this one person, and I don’t particularly care for them.’ Okay, so what can we do to alleviate that? You look for something that’s going to help fix the issue instead of giving them another pill.”

Over-the-counter and prescribed medications fall into the category of processed ingestants the public is slowly turning away from; according to two 2015 studies released by the National Institutes of Health, one-third of Americans looked for medical remedies outside of their physician’s office, the most common alternatives including yoga, fish oil and deep breathing.

Jacoby often prescribes essential oil blends and tinctures for a variety of ailments, such as vertigo, depression and acid reflux. Most tinctures only need to be taken one to two times a day in single teaspoon doses. For people who think this is excessive, she compares the practice to doctors who prescribe some of their patients up to 30 pills a day, often none of which get to the root of the illness.

This distrust for doctors stems from the commercialization of medicine and unequal access to healthcare, according to an article by thinkprogress.org. To be exact, 42 percent of Americans are skeptical, some feeling that medical experts are more concerned with financial interests than protecting patients. It doesn’t help that Big Pharma

sometimes tries to influence doctors’ advice, with pharmaceutical companies spending $20 billion a year on marketing to doctors. Websites like Dollars for Docs now allow anyone to see how much money health care providers receive from pharmaceutical organizations, the maximum being in 2007, when more than 100,000 Pharma associates visited upwards of 650,000 physicians across the country.

“People are tired of taking pharmaceutical-based products because they tear up your liver. Your liver processes everything that you put in your body that is a pharmaceutical or a pill,” Jacoby said. “So it’s no wonder why more and more people develop cirrhosis even though they’ve never had a drink in their life.”

Although the use of alternative medical treatments began approximately 5,000 years ago, homeopathic treatments have been disputed for centuries. One of the first known examples was the use of Ayurvedic therapies by Indian healers, whose goal was to identify each patient’s doshic balance, or the mixture of five elements dominating their well-being. From there, the Ayurvedic practitioners established self-care and lifestyle changes for their subjects to follow. Subsequent treatments in the homeopathic world included utilizing willow bark, kitchen ingredients and prayer to fight illnesses.

During the early 1900s, however, many began disregarding alternative practices as blind faith, replacing them with mainstream medicine. But by the end of the 20th century, research proving the effectiveness of natural treatments sparked a resurgence in natural remedies. Today, consumers can simply research their functions in order to decide if they apply to certain problems.

Or, they can give Jacoby a call and ask her personally, in which case she is more than happy to help. This focus on helping others attain the necessary information to better their health has led to her holding wellness seminars across the country, during which attendants learn how to use herbal substances and for what. She also plans on recording a series of podcasts on similar subjects and uploading them to her website, where they can be downloaded for free.

“Dissemination of information is what helps people become more viable in their own health, in their family’s health and their friends. That’s why I’m trying to... do something online so you can… have the information you need to be healthier,” Jacoby said. “That’s what happens when you’re a nurse, there’s a caring [aspect]. I’ve been a nurse for 25 years, and I just got my naturopath certification, so I feel viable now. I feel like I’m more capable of doing more for people.”

Women’s health improves despite negligent past Grace Dorsey

H

istorically, there’s been a severe lack of respect and priority given to women’s healthcare. Through the years, this trend has taken many forms. From diagnosing any distressed woman with “wandering womb disease,” to ignoring a patient because “she’s just being dramatic,” the atrocity is the same.

The problem stems from the systemic barring of women by the professional medical community.

Without women as doctors and researchers, the healthcare community has handled their care as a second-rate priority.

Only in the past couple of decades has there been an active movement to reverse this inequality. Spaces such as the Center for Women’s Health Research (CWHR) at the University of Wisconsin-Madison have risen up to meet the demand. Founder and director Molly Carnes developed CWHR as a way to focus on broader issues of sex and gender medicine.

In other words, she wants to address more than just reproductive health. Her progress is tangible, with tenured women in Peds, Ob/Gyn

and Medicine growing from just one member at the time of CWHR’s conception to 26 today. “[Research in women’s health is important] because men and women differ in the way their bodies metabolize and handle many medications that make women more at risk of adverse drug reactions... Men and women frequently have different risk factors, symptoms and treatments to diseases that occur in both men and women,” Carnes said. “The menstrual cycle’s hormone fluctuations cause changes in the distribution and metabolism of drugs for such conditions as epilepsy and diabetes.”

While agents of change like CWHR strive to shape the landscape of women’s healthcare, there are also foundations that seek out potential patients directly. Heather Hoffman is the president of the University of Missouri-Columbia’s annual Women’s Health and Wellness Fair, an event that concentrates on physical, mental, emotional and spiritual health.

“I inherited this fair through my work with the status of women committee and never gave a lot of attention to issues of women’s health in particular (I always saw it as more

The cure for wandering womb is pregnancy.

750 B.C.

of a side issue on the route to equality between men and women),” Hoffman said. “However, my perspective has changed through involvement in the fair. We have improved access to health resources and information, but [it’s] still not 100 [percent]. Also, people need that face-to-face interaction when it comes to this stuff. We can all search WebMD, but sometimes you’ve got to talk to someone.”

Despite advancement across the field, women still face feelings of invalidation from their doctors. For example, when reporting pain, women had to wait 65 minutes compared to the male average of 49, as researchers found in the study Gender disparity in analgesic treatment of emergency department patients with acute abdominal pain.

For junior Harper Dailey, pain has interrupted her life plenty of times, and, therefore, she’s had to deal with multiple physicians. Her obstacles include anxiety, depression, stomach problems and menstrual issues.

“It felt like they were treating it as if, ‘Oh, she’s a teenager, she’s going to have depression’ because apparently all teenagers have depression, according to them. They treated [my

It’s natural for women to faint.

1900s

depression] as if it was something I’d get over. Obviously it isn’t because here I am in junior year, and I still have these symptoms,” Dailey said.

“With my stomach cramps, they were more worried about stomach problems. They treated that more seriously, but with my [menstrual] cramps, they were nonchalant. The most they did was give me ibuprofen, honestly.”

The phenomenon goes far beyond just doctor behavior; gender bias in medicine affects treatments as well. Research that only included men meant that for a long time, women-specific physiology symptoms were ignored.

From 1988 to 1991, 60 percent of drug trials underrepresented women.

Then, from 1997 to 2001, four-fifths of the drugs the Food and Drug Administration withdrew from the market posed a greater threat to women. In 2009, researchers found most general studies averaged 37 percent women for enrollment. Additionally, 64 percent of the studies ignored analysis of men’s vs women’s reactions, according to Women’s involvement in clinical trials: historical perspective and future implications.

“My grandma did have a stroke a

You’re hysterical.

1950s

few years ago. My mom was a nurse, so she knew all the signs and symptoms [of a stroke], but because she was a nurse back in the ‘80s and ‘90s, she knew more about the symptoms that would affect men,” Dailey said.

“No one really thought my grandma was really having a stroke until she couldn’t talk, and then everyone was like, ‘Oh, she’s not just having some type of mental breakdown. She’s literally having a stroke.’”

Hoffman and many others are frustrated that “we haven’t figured out the basic minimum requirements to helping women (and their bodies) co-exist comfortably in the world.” Looking forward, Hoffman sees several places where progress should happen. She emphasizes that there is an overabundance of issues surrounding birth control and low-income women’s access to treatment.

“It seems like we also keep fighting some of the same battles,” Hoffman said. “For example, when we asked what female undergrads’ No. 1 concern about the campus climate here was, they told us lack of access to tampons/pads and condoms, which I remember being a problem 10 years ago when I was an undergrad.”

Don’t worry, your pain is just in your head.

2018 MOY ZHONG / THE ROCK

16 COMMENTARIES

THE ROCK www.bearingnews.org March 22, 2018

Darkness serves as guiding light Rochita Ghosh hile writing this essay, I have the words and voice of Chester Bennington flowing through my ears. I used “Who cares if one to listen to the songs of his band, more light goes out?

Linkin Park, on repeat during a time of darkness in my life, finding solace in the rough screams and intense instrumentals. Linkin Park helped me find In a sky of a hope to carry on another day through their songs. million stars My feelings of loneliness in my mental health struggles went away listening to their classics such as It flickers, flickers “Numb” or “In the End” because I remembered in those few minutes I wasn’t alone in my struggle.

As I grew and my music taste evolved, I stopped Who cares when someone’s listening to Linkin Park as much but never forgot who they were. I quoted lyrics from “In time runs out? the End” or “Crawling” in some sort of a convoluted attempt at dark humor with my friends. I simply didn’t think about Well I do” the band much — until, from nowhere on July 20, 2017, I got a New York Times notification on my phone.

—Linkin Park, “Chester Bennington, Linkin Park singer, is dead at 41.”

“One More Light” I remember being confused. No, that can’t be right. He was better; wasn’t he?

Didn’t Linkin Park just release a new album? He wouldn’t kill himself now.

Wait, the New York Times is a reputable source. If I got a notification saying he committed suicide, then it must have been true.

K OC ER TH I didn’t do anything that day except / NG HO Z sit, think and listen to Linkin Park. I didn’t Y MO know how to go on — if a man that saved me from losing myself to depression couldn’t win his own battle, how could I? Was I fighting in vain?

When the thinking got too much for me to handle, I took to YouTube and went on a listening spree, especially to the new Linkin Park album “One More Light.” It’s common Internet knowledge to not look at YouTube comments, lest you discover a rampaging political debate or a barrage of offensive words, but when I glanced, I only saw people mourning and hurting. On every Linkin Park video I clicked, people were writing to Chester, telling him all the things they always wanted to say but never got the opportunity. Everyone was sharing where they were when they found out, the first song they listened to when they got the news and their first reactions.

The grieving was especially noticeable

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on the song “One More Light.” The song, originally written because a band member’s friend died of cancer, took on a new meaning. Almost every comment was based around the chorus of the song: “Who cares if one more light goes out? Well, I do.”

Millions cared. When Chester’s light went out, everyone felt it. In some twisted way, I felt comforted by Linkin Park in the same way I used to be when I was little; I wasn’t alone. We were all hurting, and, through each other, we were healing.

I cried watching the memorial concert for Chester. I lost a role model, but seeing the other members of Linkin Park perform for three hours reminded me, once again, I was far from alone. These five people, despite losing a brother, promised to live on for him.

The last song of the concert, “Bleed it Out,” will echo in my mind forever. An upbeat song about suicide turned into an anthem, with every person helping in the concert and in the audience singing the words. The Linkin Park member leading the concert, Mike Shinoda, surprised all when he went from a suicidal song to soft words for the end of the concert: “When life leaves us blind, love keeps us kind.”

When the audience realized what was happening on the stage, everyone transitioned to singing that phrase. Mike departed from the microphone, ending the song in hope. As the concert ended, Linkin Park left behind a message: make Chester proud.

Just like that, my mourning transformed into action.The best way I can think of to make him proud is to help others. It is why I chose journalism: to bring light to the topics left in the dark. Too many people are dying in silence because of silence. It’s almost funny how Chester saved a million lives, but a million lives didn’t save his.

I try not to dwell on the past. What is done is done. I cannot save Chester and the million others who killed themselves. What I can do, however, is help those who have not yet, and try to keep them alive. I can talk about mental health and shine a light on ugly but real topics.

“One More Light” is my guiding philosophy; I care deeply if one more light goes out. I know I cannot stop all the lights from dimming, but nothing can stop me from trying. No matter how much we talk about mental health, it will remain under-discussed until people treat it like any other disease. Until people stop feeling ashamed for being depressed, mental health will be under-discussed, so I will never stop trying to discuss it.

On every 20th of the month, I light a candle in honor of the light we lost. I listen to Linkin Park the entire day. I remember. I resolve to keep fighting. I promise to make Chester proud.

‘I’m doing it for my résumé’ Katie Whaley hen my freshman year first began, there was nothing wrong with my classmates. They were a populace of responsible yet excitable teenagers; they eagerly absorbed new information, produced work they were immensely proud of and pursued projects that inspired and satisfied them. Three years later as juniors, however, that lively vibe is long gone, replaced with a colder, depressed heaviness.

I could peer around at my classmates, the soldiers in training, and see this dense cloud. It loomed over the girls at another table who ran on three hours of sleep each, only awake now because they had consumed their rations of coffee.

The cloud was over the boy in front of me, too. He scribbles down the last two paragraphs of an essay due next hour as if it were life or death since he’d been too busy battling math equations all night to finish the paper. I was even under it, lost in the hazy gloom that threatened to overwhelm my rational thoughts and dampen my motivation. We were all trapped in the cloud, as we had learned long ago what our future in the army entailed.

In the front of the room, our teacher marched on with the lesson, drilling us on the perpetual list of vocabulary words she ordered us to memorize. Where our teacher once looked at us as wet clay, full of potential to be molded into any shape, she now glowered at us like a real sergeant, hands clasped behind her back and an

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unmoving scowl engraved in her expression. At one point, her job was to inspire us to turn dreams to reality, but, when we came of age, she unveiled the bitter brutality of the war in which we were to enter, and it crushed any glistening aspiration. She now taught us the importance of standardized testing, receiving a high Grade Point Average (GPA) and devising a spotless, pristine résumé. Perfecting those three things in our training years, she said, would get us higher — and therefore better— positions in the army. Though, to me, the tasks seemed only beneficial and worthwhile on the surface.

I knew that underneath the uniforms, my classmates were overwhelmed and agitated. The army prohibited them from entering by using their passions, as the recruiters only cared about specific statistics and rankings; a trainee with a high American College Testing (ACT) score or one who is more involved in extracurriculars will get a better position than a poignant, anti-club artist or a dedicated engineer who’s a bad test taker.

In that limited system, studying for the uniform exams and creating a well-rounded portfolio was the key to success, though it frustrated those who performed poorly on assessments and those who wished to pursue other interests besides the core subjects.

I was not free of this system, either. Every year when we’d return from summer break to training, I had set out specific things I needed to accomplish that year to

present myself as an organized, well-rounded trainee. I joined as many clubs as possible, even if the club didn’t pertain to my interests. I took most honors classes and spent hours studying for the standardized exams, all to show the “army” how great of a trainee I was. If it were really up to me and not the “army” structure, however, I wouldn’t have involved myself in random clubs so I could create time for more challenging and thought-provoking classes. But, since the “army” wanted trainees to be versatile, I couldn’t do that.

Even this year, I chose to participate in even more random activities because I was worried I wasn’t living up to the standard. I even let the “army’s” system influence my decisions on choosing next year’s classes. I’ve found that it’s stressful to go against the mindset of pleasing the “army” when it feels like Uncle Sam watches your every move. Yet, it’s even more

stressful to stay within the system while everything sucks the passion and youth right out of you.

So, to my fellow “trainees” and to myself, I’d like to say: forget the system.

I see my classmates every day, and there’s never a day when some part of the “army’s” procedure isn’t causing them stress and misery. Though the “war” is a crucial matter to be a succeeding “soldier” in, that success should not be at the cost of happiness, mental well-being and serenity. I know that I’ve suffered through sleepless nights and days of staring at a computer screen without break from trying appease the “army.” This campaign we go through to become a soldier in the army — or a student in college — does not give us the life we deserve, including the ability to pursue paths that make us excited and satisfied, to have little to no stress and encourage us for actively shaping our own means of

VALERIA VELASQUEZ / THE ROCK

making it into the war that is life.

Colleges only want “trainees” who fit specific requirements of that school, such as high examination scores and excessive extracurricular involvement, disregarding the individual characteristics that makes a person whole and content, such as their qualities as a reliable friend, their empathetic nature and their golden inner moral compass.

For this reason, my classmates, whom I now always hear talk about perfecting their résumés and participating in tasks they do not enjoy in order to look better for colleges, should stop succumbing to this demanding and exhausting game colleges play and just be themselves. I should stop choosing classes and committing to extracurriculars that do not bring me joy. Teenage life should not have to be about constructing the flawless résumé but about finding yourself and finding happiness, no matter what.

THE ROCK www.bearingnews.org March 22, 2018

IN-DEPTHS 9

Constitutional Controversy

Second Amendment drives national discussion

Katie Whaley

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percent were dissatisfied with current laws, wanting less n Australia, the most exposure junior Gemma Ross had strict laws. Two percent had no opinion.

Ross said she has friends who own guns and like to to firearms was knowing that her aunts and uncles, who were police officers, owned a few. Besides that, for her hunt for sport, so she knows the Second Amendment holds first 10 years of life, Ross wasn’t aware that guns had meaning to many Americans.

“My view on guns is because the Second Amendment is much prevalence in everyday life.

When she moved to the United States, however, fire- in place. I’m pro guns, but it’s probably because more so I arms became a prevailing fear thanks to their status as a don’t believe that, in America, you could get rid of [guns] notorious American stereotype. A worriedsome mother and or that it would be effective [if you did],” Ross said. “It’d an overactive imagination blended to create an unrealistic probably be worse [to get rid of guns] because it’s been horror: if her family dared to stop the car, they would get such a long time that the Second Amendment has been important to this country. It’s not worth trying to get rid of, shot.

To an American homegrown on the Second Amendment, like it’s one of the things this country was built on. I think Ross’ fear may seem exaggerated, but for Australians, this it’s a good thing for people here.”

The Washington Post reported approximately 51 perthought process was not uncommon, as the nation created stronger gun regulations more than two decades ago after cent of Americans feel like guns make their house a safer place rather than a dangerous one. Although a slight a deadly massacre.

On April 28, 1996, a man armed with a semiautomat- majority feel more secure with firearms, if fallen into the ic rifle shot and killed 35 people in a popular tourist area wrong hands, they can bring horrific consequences. Trauaround Port Arthur in Tasmania, Australia. Twelve days matic massacres such as the mass shootings in Las Vegas later, the newly elected Prime Minister, John Howard, and at Pulse nightclub in Orlando brought the issue of gun announced a new nationwide gun reform, implement- violence to the forefront, further driving the debate on the ing two federally funded gun buybacks. Additionally, the significance of the Second Amendment.

For Dave Workman, who Australian Library of Congress is the senior editor of TheGunreported that all three levels of Mag.com and a member of the government — federal, state Second Amendment Foundaand territory — agreed to the It’s not worth trying to get rid of. tion, the debate means educatnew gun regulations, including Like, it’s one of the things this ing people about what is true a ban on certain semiautomatic country was built on. I think it’s about the U.S.’s gun laws and and self-loading rifles and shota good thing for people here.” what isn’t. For instance, Workguns, standard licensing and — Gemma Ross, junior man said many people who want permit criteria, as well as greater more gun control in America restrictions on the sales of fireargue that there should be more arms. background checks on people The Australian government also implemented a “buyback,” where Australians sold when they are purchasing a firearm. Workman said there more than 640,000 prohibited firearms to the government. are laws in place that require retail stores to do background To own firearms now, TIME reported that Australians have checks on individuals who are buying guns, one being the to have a “genuine reason” for owning a gun, which they Brady Bill.

“Since 1934, when Congress passed the Federal Firecan prove by joining a target shooting or hunting club.

People must also register all their weapons whenever they arms Act, it’s been very restrictive for people to own fully purchase them, take firearm safety courses and go through automatic firearms. You have to go through a background background checks that get more in-depth depending on check; you have to pay a tax, a fee to have a machine gun. the type of gun someone buys. The government also re- That’s not in every state because not every state allows quires that police officers inspect any weapons or gun machine guns. As far as semi-automatic firearms, the way that the law is currently written is fine. Since the Gun Conrooms Australians have.

“The massacre that happened in Australia . . . was one trol Act of 1968, it’s been legal for people ages 18, 19 and of the biggest ones in Australian history, but it was not near 20 to purchase rifles and shotguns,” Workman said. “The as big as the ones that happened in the United States. It law has worked, and unfortunately there have been some was still people dying, but it was definitely not as big as people who have abused the Second Amendment and have the ones in America,” Ross said. “Here, [they occur] all the violated multiple state and federal laws when they commit time, and they’re huge. They’re everywhere. It was never mass shootings and murders. For example, bringing a gun an ongoing thing [in Australia]. It was never written in our onto a school campus is against the law. Violating a gungovernment by any means. It was never written down. It free school zone act is against the law. There are all kinds of laws in place already that are violated by anybody who was never something people followed like here.”

CNN reported since the change in gun regulations, does a mass shooting.”

Under Missouri gun laws, it is not mandatory to have there have been no mass shootings in Australia.

According to the Mass Shooting Tracker, a database a state permit to purchase handguns or long guns, reportthat records shootings in the United States, there were ed GunLaws.com. It is also not required for individuals to more than 427 mass shootings in the United States in 2017 have a license of ownership or register his or her firearms.

On the other side, people believe there should be a alone. The response from Americans to these shootings differs from that of the Australians, as the government has stronger crackdown on the gun violence issue. Andrew not taken serious political action for stronger gun regula- Patrick, the media director for the Coalition to Stop Gun tions. This is because, unlike in Australia, the United States Violence (CSGV), said the organization is working toward views gun ownership as a right every citizen has, shown by pushing lawmakers to create stricter gun laws, as the group the Second Amendment; “...The right of the people to keep believes the protection of citizens outweighs firearm ownership. CSGV also wants to inform citizens on the intenand bear Arms, shall not be infringed.”

The credibility of the Second Amendment became a tions of the National Rifle Association (NRA) and other heated debate in the United States. There’s a divide be- gun lobbyists.

“The Second Amendment is a part of the Constitution, tween those who believe the Second Amendment should stay as it is and others who say gun laws need to become obviously. It’s there, and it’s ingrained in our society. What stricter, Gallup reported. To get a consensus for how Amer- has happened over the years by the NRA and other memicans felt on this issue, Gallup surveyed people asking if bers of the gun lobby is to kind of create this pasteurized they were satisfied or dissatisfied with the nation’s gun version of the Second Amendment that says people can laws. Thirty-nine percent of people were total- walk around with assault rifles, that people can take guns ly satisfied with current gun laws. into restaurants and [have in] everyday society, when the Forty-six percent of Supreme Court decided in the [Columbia v.] Heller decipeople were dis- sion 10 years ago that people do have a right satisfied, want- to bear arms and protect theming stricter selves in their homes and to laws; eight hunt,” Patrick said. “But, like

all rights, the Second Amendment is not unlimited and, as we’ve seen in multiple court cases since then that have refused to take up challenges to [create] gun violence prevention laws. Laws that have been passed by the states, there is a limit on the Second Amendment like there is all rights, and that’s something we support. There’s a right to bear arms for many to protect themselves, but there’s also a right to live free of gun violence in our society.”

Students around the nation have begun to believe the same ideals Patrick mentioned about ending gun violence. This desire for stricter gun control laws was shown through the nationwide walkouts that took place across school campuses March 14. The walkouts were first created in order to honor the 17 students who were killed in a school shooting at Marjory Douglas Stoneman High School in Parkland, Fla.; however, they eventually became a movement for stricter gun control.

Freshman Samaranjay Goyal sees both sides of the gun control issue, as he can see both how flawed gun laws are and how significant a gun can be to someone who uses it for security. When it comes to the Second Amendment, he wishes there would be changes to it, though, he doesn’t wish for a nationwide ban of handguns and rifles. He wishes those changes would have been made before the Parkland shooting, as there had been many mass shootings involving schools before.

“The constitutional aspect of [the Second Amendment] was that the founders created it to avoid government tyranny. I think the protection that guns allow was a side benefit of the Second Amendment. But, as for gun restrictions, gun restrictions need to be put in place, even on the Second Amendment,” Goyal said. “I don’t believe in banning all handguns or all assault rifles… because I believe that those guns: one, they ensure protection for households and two, again, to the government tyranny. The whole point of the Second Amendment was to protect you from the government if the government ever became oppressive. So, I think handguns and hunting rifles ensure [protection], and hunting is a sport in America. [The guns] aren’t meant for killing humans; they’re meant for self-defense.”

According to Vox, President Donald Trump has taken some action on gun control by supporting the Fix NCIS Act, which is pushing federal agencies to better report criminal background records. Currently, however, the bill is stalled in Congress. Trump has also directed the attorney general by signing a memo which proposes a regulation that “bans all devices that turn legal weapons into machine guns.”

Additionally, Trump supports raising the minimum age for buying assault weapons from 18 to 21. To come to a compromise over gun control, Workman said the two sides should unify and quit continuing the same pattern over and over again after every shooting. “[To solve this issue] maybe [we should be] working together to identify a problem and address it that way rather than go out and attempt to penalize a bunch of gun owners,” Workman said. “This always seems to boil down to, ‘Gee whiz, guns are bad; the NRA isn’t good; we need to protest; we need to take guns from people.’ We’ve been down that road before, and it hasn’t really solved anything.”

There has yet to be any official change to the Second Amendment, though students like Goyal see now as the best time to begin advocating for change in the law. Ross, however, can’t imagine there being a change anytime soon.

“In a perfect world, yes [there should be changes to the Second Amendment], of course, guns are dangerous.

In a perfect world people would have to meet a lot more requirements than current background checks. [Current background checks] are not efficient at getting bad people away [from purchasing firearms],” Ross said. “But even if you got rid of guns entirely, you’re not going to get rid of bad people getting guns; it’s the lesser of two evils.”

Additional reporting by Atiyah Lane, Nikol Slatinska, Maya Bell and Rochita Ghosh E MAYA BELL / TH

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10 IN-DEPTHS

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IN-DEPTHS 11

Varied responses traumatic experiences change Attitude, cause uneasiness toward future gle the most with traumatic experiences is the diathesis-stress model. It states that the your exhole body trembling, messaging isting predisposition —genetic and environmenfriends through quick texts and nib- tal— interacts with your current stress level to bling on Cheez-Its, junior Savannah predict the onset of psychological disorders or Schnabel did her best to keep calm. trauma,” Dr. Brunner said. “There is some eviShocked and filled with buzzing dence that how people recall their past stressful nerves, Schnabel watched a tow vehicle drive experiences predicts how successful they are in away with her car, a 2011 Mitsubishi Endeav- coping with those traumas. Specifically, some or, hooked on the back. She would find out later of my own research has shown that people who that the car was completely totaled, a devastat- recall past traumas from more of a distant (what ing outcome since she had gotten the car only a you would call a birds-eye view) perspective are month before on her birthday. better able to find meaning in the trauma and Schnabel, like her car, sustained injuries in move past it. Individuals who recall memories the accident, including a concussion, whiplash from more of a first-person perspective, howevin her neck, three bruised ribs, a bruised patella er, are more likely to ruminate on a memory of and a small fracture in her foot. She credited her trauma and relive the negative event over and minimal injuries to the seatbelt she was wearing. over again.”

“I was heading to New Haven for volleyball When it comes to traumatic events, more practice northbound along State Farm, and a car people than the individuals who experience was heading southbound. He didn’t yield to me them first-hand can experience stress, the U.S. and turned left onto Old Nifong, which result- Department of Veteran Affairs (VA) reported. ed in me colliding with the right front portion Through intensive and raw media coverage, inof his car,” Schnabel said. “At the moment of dividuals otherwise uninvolved with distressing the crash, I remember thinking, ‘I’m about to hit incidents can still become stressed from watchsomeone’ and screamed a little, then right when ing the crisis on the news. the airbag came out, I felt my body jerk forward For example, the VA stated those who and back. I was honestly worried about getting watched the most coverage of the 9/11 terrorist to volleyball practice . . . and trying to figure out attacks felt more symptoms of stress than those how to handle the situation. I was definitely in who viewed less. National Public Radio (NPR) shock, shaking from head to toe.” even polled Americans and found that those who Although the accident happened four months watched, read or listened to the news had highago, that day’s events er stress and anxiety are still prominent in levels. Though stress Schnabel’s everyday on its own is not [I was] trying to figure out how life. She still gets anxtrauma, it is one of to handle the situation. I was ious while she’s drivthe main responses to definitely in shock, shaking ing, overly conscious trauma. of her surroundings In present-day from head to toe.” and has vivid flashAmerica, one of the — Savannah Schnabel, junior backs to the moment biggest stressors on of the crash. the news, arguably, “Every time I drive is school shootings. along that street, State Currently, there have Farm, I slow down at least five under the speed been more than 19 school related gun incidents limit, and my heart just starts pounding really with an outcome of 20 deaths in 2018, said ABC fast when I am in the spot of the crash. When- news. The most deadly of those incidents was ever I see a car coming the opposite direction of the shooting at Marjory Stoneman Douglas me and have their blinker on to turn, I get ner- High School in Parkland, Fla., where a former vous and anxious, just hoping they don’t turn in student entered the school and shot 17 students front of me,” Schnabel said. “Sometimes, I start and staff members. For those following the to breathe really heavy, and I just think back to progression of the stories of that occurrence how it felt to crash into another car.” and of others, they probably felt increased One could claim Schnabel’s feelings and cog- stress or an increase in anxiety levels. nitive process toward remembering the accident Junior Isabel Thoroughman can’t imagare similar to some symptoms of trauma. The ine the emotions those students from Marterm trauma describes a person’s psychologi- jory Stoneman Douglas High School went cal and emotional response to an event or ex- through and how they move on from an perience that is deeply distressing or disturbing. event so nightmarish. When news first The Center for Treatment of Anxiety and Mood broke of the Parkland shooting, she said Disorders reported a person who suffers from her first response was a numb feeling, trauma may experience acute anger, persistent which she described as a horrible reacsadness and despair, unpredictable emotions, tion. It took until the next night for her it intense feelings of guilt and an altered sense of to hit her, and then she was devastated. shame. Though Schnabel didn’t describe herself “I was thinking about how if that was as strongly feeling any of these symptoms, she our school, I could have lost my best said her accident was traumatic and stressful. friends. I could have lost teachers that Every person responds differently to trauma, have impacted my life. It could [happen said Dr. Ryan Brunner, associate professor of at] our school, and that’s terrifying,” psychology at Westminster College. Their reac- Thoroughman said. “I’m sure all your tions can depend on factors such as past occur- senses are on high alert after [a traurences or a family history of anxiety disorders. matic event] like that happens to you, “Individuals experience trauma for a number and that has to cause a lot of stress and of reasons. One important model in psychology paranoia. I know I’d also feel incredthat predicts which people are likely to strug- ibly sad and guilty after experiencing

Katie Whaley

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MAYA BELL

a school shooting. What if I had known?

What if I could have protected one of the people that got hurt or died? I also think it must feel guilty seeing the families and friends of those lost grieving and knowing that could have been you.”

Thoroughman, though she has never been in an active shooter situation, knows she would be petrified if anything like that occurred at RBHS, which is why she pays attention during drills so she’ll know how to keep herself safe. In addition to knowing what to do, Thoroughman is adamant on taking initiative for gun control by attending the national walkout that took place March 14 and another upcoming one on April 20. She believes no person should have to fear or experience a shooting in his or her school, especially since she knows the emotional effects of the event can last a lifetime.

Trauma, 12

Empathy, practicality dictate problem-solving

going through. As for how mirror neurons affect different people in terms of how empathetic they are, there are many possibilities. One could be the sheer amount of hen the news of the cells in the person’s brain, and another could be the nature of a person and their innate Parkland shooting reactions to stimuli. broke, a swarm of “[Empathy] could also be from nature. Have you been taught at an early age or support came rushing even at a later age to be empathetic? Have you been taught, or at least [sat] down and through social media. [helped to] understand what it means to feel another emotion?” Nielsen said. “I don’t Some took to Twitter, think it’s just one thing or another [that triggers empathy.] I don’t think it’s just nature expressing how such or nurture. I absolutely believe that it’s probably a combination of both.” a tragedy should not have happened In the wake of tragedy, empathy can drive helpfulness and passion. For example, once again in the United States. Oth- National Voluntary Organizations Active in Disaster (VOAD) is an organization that ers brought their sympathy to Insta- serves as a primary contact for anyone who wishes to volunteer for emergency supgram, sending their thoughts to the port. VOAD works with more than 50 national agencies and 55 state and territorial victims and their families.

VOADs, according to an article by fema.gov. Additionally, The National Council In 2018 alone, CNN reported for Voluntary Organizations notes that oftentimes people volunteer to help others or 12 school shootings in the Unit- give back to their community, and not just to look good to others. As a member of the ed States. Since the Columbine volunteer charity club Giving Girls Opportunities at RBHS, Hopper considers herself massacre in 1999, 141 people an emotional person, which often affects her decision-making. have died in school shootings “While my feelings inspire my actions, I am also guided by pragmatic thinking,” according to a study by ABC Hopper said. “Even though feelings and problem-solving often go hand-in-hand, the News. For junior Madison two can compete. It is in those times of competition that I know I must find a balHopper, the news of yet an- ance between the two in order to keep moving forward in a positive and proactive other mass shooting left her manner.” heartbroken from 1,000 miles In the wake of the Parkland shooting, however, emotional responses and direct away. action depends on the person. In one case, political commentator Tomi Lahren urged “To be in the shoes of people to let families grieve for 24 hours before they “push their anti-gun and anthe survivors of the shoot- ti-gun owner agenda.” In response, a Parkland survivor tweeted back her experience ing would emotionally destroy hiding in a closet during the shooting and how the massacre was, in her opinion, me,” Hopper said. “After such a about guns. In this instance, action took hold over grieving time. As an example of traumatic experigrieving time, Dr. Nielsen used the hurricanes in ence, I don’t know how Puerto Rico last fall. After the news cycle shifted I would react, which is why away from the hurricane damaged areas of PuerEmpathizing with the Florida I am so inspired by the Marjoto Rico, he said, it’s out of the foreground of what students helps me understand ry Stoneman Douglas students that people are really thinking about on a daily basis. have channeled their pain and fear into The hurricane victims, however, still need as much their actions and see the meanaction.” help now as they did in the weeks following the ing behind them.”

Shortly after the shooting at Marjory hurricane.

— Madison Hopper, junior Stoneman Douglas High School Feb. 14 survivors “I think being mindful of some of these situabegan pushing for change. Students started the #Nevertions [like Puerto Rico and] understanding that Again movement, tweeting out the grievances and sponsorjust because [a tragedy is] no longer in your line of ing a march to incentivise leaders and legislators to take action sight that the issue doesn’t continue to exist,” Dr. against gun violence. The movement sprang from the 17 lives taken in Parkland, as Nielsen said. “Just being mindful of what [it is] that some of these tragic moments well as the lack of action taken after constant mass shootings. The reason #NeverAgain are like and where they’re taking place.” gained ground, however, comes down to a basic human emotion: empathy.

As for the debate about gun control, people from all different types of backgrounds “Empathy is putting yourself in another’s shoes while not necessarily understanding and stances are voicing opinions on what should happen regarding firearms. On Feb. the whole situation,” Hopper said. “Empathizing with the Florida students helps me un- 21, Parkland survivors took their position and to town hall, asking their questions derstand their actions and see the meaning behind them.” to Senators Marco Rubio and Bill Nelsen and representative Ted Deutch. For these While many victims and supporters are taking a stance in order to make a change, students, the time for grief was over, and the time for action had begun. Cover’s many people are still just sending thoughts and prayers to the victims and their families. version of a practical approach comes in the form of universal background checks on These actions triggered controversy over their effectiveness, however. On Twitter espe- all gun sales and transfers of ownership, a ban of assault rifles and bump stocks and cially, politicians are voicing their opinions on the tactic. Gov. Jay Inslee of Washington an elimination of any laws advocating for more guns for protection. Along with this tweeted, “There’s nothing we can do to bring back those lost from gun violence. But as approach comes a change directed toward the media: the termination of showing a we’ve seen in Parkland, Las Vegas, Orlando, Sandy Hook and too many other locations gunman’s picture and name. whose names have become synonymous with tragedy, we cannot sit by and merely offer “It doesn’t do anyone good to show the picture and name of a school shooter,” thoughts and prayers.” On the opposite end of the spectrum, Florida state senator Kelli Cover said. “It just gets views for the news outlet and can almost glorify the shooter Starge believes sending positive thoughts are the only thing that will “stop the evil.” De- to inspire some people to commit a school shooting.” spite the opposing viewpoints, the call for emotional support often comes from empathetic In contrast to this practical approach to calamity, Hopper’s more empathetic hearts. With school shootings appearing to have become a common occurrence in the method of problem-solving doesn’t only come from her heart, but also a long proceUnited States, sophomore Will Cover learned to rely on practicality instead of emotions in dure of research and understanding. order to try and solve the problem.

“I don’t think the issue of school shootings can be solved in one piece of legis“It’s horrible that anything like [the Parkland shooting] could happen, and I’m sad that lation. It will take compromise on both sides of the political spectrum in order to anyone would have to go through something like this, but more needs to be done than just ensure effective results,” Hopper said. “It saddens me that the shooting has divided sending thoughts and prayers,” Cover said. “Instead of just feeling bad for the victims, the country on issues of gun control rather than united it. Safety in schools should something needs to be done practically so nobody has to be put through such an awful not be a political issue. I don’t know the best answer for gun control, but I do know experience.” that Congress must be diligent in passing legislation that appeals to both parties.”

In order to try and secure safety, Cover planned out several different ideals in regards to Regardless of stance, the effects of empathy can be widespread in the onset of gun control including a ban on all assault rifles. Furthermore, tragedy. People from across the country sent condolences to Florida victims and Cover disregarded prolonged emotional reactions. In regards organized marches and walkouts. From neurons influencing actions to parents raisto practicality, Columbia College psychology professor Dr. ing their children to think a certain way, empathy can be the driving force behind Blake Nielsen said empathy is completely subjective based decision-making. on the person and situation in which it is triggered. The “Everyone lives a different narrative,” Hopper said. “Being able to experience brain facilitates empathy through mirror neurons, or cells another’s reality is a catalyst for positive change. For some, empathy may just be an that recognize facial expressions and what someone else is emotion. For others, it is inspiration.”

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Ann Fitzmaurice

/ THE ROCK

B YA MA EL L/ TH ER OC K

12 IN-DEPTHS

THE ROCK www.bearingnews.org March 22, 2018

Youth in Power M

Maya Bell

oments after the fatal shooting of 17 students and teachers in Parkland, Fla., Feb. 14, Kevin Hogg rushed to Marjory Stoneman Douglas High School (MSD) fearing the worst news a parent could receive. His son and daughter, David and Lauren Hogg, were on campus when an active shooter opened fire in the freshman building of the local high school.

Halfway across the country, a close friend of the Hogg family, Melanie Knocke, the RBHS planetarium director, recalled the family’s reaction to the traumatic events of the day.

Kevin Hogg began to direct traffic as chaos erupted around the school. He spotted his son and told him to drive to safety while he searched for his sister. After finding her, the family reunited and returned home, Knocke said. Meanwhile, the nation exploded with the news of yet another school shooting.

“David was very upset and wouldn’t sit down, and [he was] throwing things and banging things and just had to do something, and he wanted to go back to the school, and his dad wouldn’t let him take the car.” Knocke said. “[David’s father] was like, ‘You’re going to hit somebody. You do not go back.’ So David went out to the garage, got his bike, came back in, got his camera and backpack and went out the door, and his dad asked him, ‘What are you doing?’ He said, ‘I’m going to get my story.’”

Fueled by an urge to understand what had just happened to his community, David Hogg, a senior at the high school, spent the day seeking the stories of his fellow students after one of the most deadly mass shootings in American history. His background in journalism, television production and debate programs in school prepared him to be a voice for his peers and a national movement, Knocke said.

Since then, David Hogg joined the ranks of the Parkland students fighting for gun control legislature in local and national government. He appeared on the Dr. Phil Show, ABC News’ This Week and Fox News.

“He felt driven, like he had to be there because he had to do something, and so that’s what he did,” Knocke said.

“That’s one of the reasons he’s been upfront in the news media because he felt driven. He had to do something, and he was in a position that he could because he had all the training.”

A student-led organization of Parkland, Fla. called Never Again MSD shocked the nation with a unyielding drive to make a change to gun laws in America. Despite their ages, David Hogg and other victims of the shooting stood up against national gun lobbies, major corporations and government officials to express a message of bipartisan concern: gun violence must not devastate another school or community.

In a matter of weeks, the Never Again MSD movement gained momentum as it spread throughout the nation. MSD students turned their parents’ living rooms into the source of modern-day youth activism, according to an article by Time. Students are planning meetings with Fla. state representatives, organizing The March for Our Lives on March 24 and starting the rallying hashtags #NeverAgain, #MarchforOurLives and #Enough on social media. The initiative of these teen activists to make change in their community has not only inspired students across the country to turn to their own school districts and governments and take to the streets in protest, but it also pushed Fla. representatives to make legislature to ensure increased safety against gun violence. On Friday, March 9, Fla. Gov. Rick Scott signed a bill into law that raised the legal buying age of a firearm from 18 to 21 years old.

While David Hogg and the students of Parkland, Fla. brought the voice of youth to the forefront of the American gun control debate, the Missouri government is taking legislative measures that will allow concealed weapons to be carried into places like schools and churches. The Missouri House committee passed House Bill 1936 Feb. 27.

If the bill becomes law, many current Gun-Free Zones, including private

Students speak up

about national politics, organize protests

property, public college campuses and sports more,” Cunningham said. “I think we actustadiums, would no longer prohibit concealed ally have a lot more [power] than I thought weapons. In the days before the House com- we did.” mittee passed the bill, members faced hours While Cunningham continues to test her of oppositional testimony from students, hand at youth-driven activism, some students teachers and gun-control advocate groups fear that the adults of their communities will such as Moms Demand Action for Gun Sense not hear their voices. in America.

Senior Ramon Tovar-Yampara doubts the Sophomore Grace Cunningham joined effectiveness of student-led protests and orMoms Demand Action in Jefferson City Feb. ganizations such as the Never Again MSD 20. Before arriving at the capitol, Cunning- movement. ham composed a letter to her representatives “Adults won’t take us seriously,” He said. that convinced leaders of Moms Demand Ac- “If they do, it’ll be for a short while and then tion that she could be a young voice to argue afterwards it will be like nothing ever hapfor increased gun control. pened, and it’ll just continue to cycle with “I wrote this letter to give to all of the rep- more school shootings.” resentatives I talked to,” Cunningham said.

Tovar-Yampara believes connections could “I was the only kid there, so they had me make all of the difference. If students were to introduce [Moms communicate with Demand Action]. the adults in their They wanted to life and gain supI wanna go out and do more. hear from me beport, Tovar-YamI think we actually have a lot cause I was obvipara sees the young ously a kid. They voice of activism more [power] than I thought we wanted to see my gaining power in did.” opinions on [gun real-world politics.

— Grace Cunningham, sophomore violence in Ameri“I think it’s can schools].” more of having the In the letter, right connection, Cunningham lists knowing the right the names of victims from all mass shootings people to go to,” Tovar-Yampara said. “For in American schools since the Columbine example, if a student’s dad was part of the Massacre of 1999. council for the city, I think that would be huge “I did my own research and put together a because he would also be asking other adults list of victims of mass shootings at 22 schools to join in [on the cause of gun control], and in the United States…,” the letter reads. “I’m someone who’s that big of a figure has some saddened to see that the deaths of these vic- respect.” tims could possibly have been prevented with In a recent post on her personal Facebook gun safety laws that were enforced.” page, Rev. Molly Housh Gordon of the UniDuring her time at the capitol, Cunning- tarian Universalist Church of Columbia ofham spoke to Missouri government repre- fered to be the adult link for aspiring youth sentatives from both parties. Cunningham activists in the community. explained that she participates in turkey hunt“Base your [activism] work in relationing and has a hunting license. She clarified to ships with those who are impacted by the the representatives that she was not against same things you care about,” Housh Gordon the rights of the Second Amendment; rather, said. “Relationships are where our true power she wanted tighter gun control laws. Her mes- is unleashed because they tap into a network sage, like the students of Parkland, Fla., was that extends far beyond us.” clear: no student should have to attend school For Cunningham, she has found power to with the possibility of another make change through her relationship with mass shooting. parents and with Moms Demand Action.

Cunningham’s experience “My parents obviously support me a lot,” with Moms Demand Ac- Cunningham said. “I went [to speak with my tion provided her representatives] with my mom. She helps me with the inspira- and encourages me to get myself out there.” tion to continue From the power of the Parkland student to stand up as activists of the Never Again MSD movement the voice of to Cunningham’s moving plea to Missouri her commu- representatives, the voice of America’s youth nity’s youth. continues to grow and influence politics and On March society.

14, Cunning“Any person’s power to make change is ham joined fel- rooted in their own story and experience,” low students in a Housh Gordon said. “This is true for teens walkout to demand and people of all ages — part of the power increased gun con- emerging from Parkland is the teens there trol legislature. transforming their story and experience into “After [writ- demands and political power for change. ing a letter and Their story is connected to so many teens and speaking to rep- people of all ages across the country, and by resentatives], sharing it so publicly they are building a masI wanna go sive movement that lawmakers cannot afford out and do to ignore.”

O

ne month after the shooting at Marjory Stoneman Douglas High School in Parkland Fla., students across the nation walked out of class in solidarity with victims of gun violence in America. RBHS administration monitored the event, guiding students out the main doors.

Teachers could not walk out on their own but were allowed to leave their classrooms providing all of their students participated in the walkout.

Outside, students gave speeches.

Freshmen Arielle Mummert, Madeline Browning, p. 9 Senior Kristine Cho, p. 10, 11 Sophomore Meredith Farmer, p. 12

MAYA BELL / THE ROCK

Trauma Affects internal mindset, outward projection Trauma, P10 One form of comfort schools have received after lethal shootings are letters made by other schools’ students. After the event at Marjory Stoneman Douglas High School (MSD), students from Virginia Tech University sent a collection of cards and poems they had made. The gesture was sweet, yet chilling, as MSD students had done the same thing for Virginia Tech students back in 2007 when a shooter had infiltrated the college and killed 32 people. At RBHS, AP Language Arts and Literary teacher Nicole Clemens asked for students and staff to make cards and sent them to Parkland.

Outreach counselor Lesley Thalhuber loves Clemens’ idea, hoping the letters will bring the students comfort, as experiencing such traumatic events can difficult to deal with afterward.

As a counselor who works with students with long-term issues, Thalhuber is perceptive on how to support and treat those who have been through something traumatizing. Unlike the indirect and minuscule trauma people may receive from watching the news, she said people who encounter something traumatic directly will have more extreme responses than just an increase in stress, such as difficulties in regulating emotions, focusing in

class and trusting others. Although the symptoms are universal, she believes treating trauma is different in every case.

“Because there are a number of factors that will affect each individual’s processing of that kind of tragedy, there will not be simply one treatment modality to fit all. A safe place to talk and connect with others is a good start. Knowing the symptoms of trauma and where to connect with professional help in your community would be another good next step,” Thalhuber said.

“The activist work we are seeing coming out of the latest shooting in Florida is a way those students and families are productively channeling their anger in regards to that traumatic event.”

Recovering from a traumatic event, Thalhuber said, is paramount, as the symptoms can affect a person’s everyday life and capabilities. For example, she said Post-Traumatic Stress Disorder (PTSD) left untreated can lead to limitations of quality of life and functioning abilities. For high school students, these issues can inhibit developing executive functioning skills and learning capacities, as well as cause behavioral problems and difficulty in sleeping.

“It might look difficult managing anger and having little to no human connections, and the anger can turn on oneself and

lead to depression and even self-destruction,” Thalhuber said.

“For some, dissociation or arrested development can interfere with their life function. There are so many devastating effects that can stem from untreated trauma.”

For Schnabel, experiencing such a severe and devastating accident first-hand was traumatic; however, it’s not the only thing she wants others to learn from. Recently, Schnabel lost a 16-year-old family member in a car accident who wasn’t wearing her seatbelt. She would like to remind RBHS students to be safe, alert and cautious when they drive, as the trauma that occurred to her and her family happens to too many people and the effects are devastating.

“I would say I have [nightmares] more often now after my crash and losing a family member to a car crash recently. I do have times where I jump awake from dreams about crashing into other cars, and it just makes me feel more aware of how I drive and how others drive, as well as a nervous feeling,” Schabel said. “Whenever I’m driving, music usually helps me calm down and feel relieved; it puts me in a different mindset. I also always remember that God has a plan for my life, so I know things will happen for a reason.”

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