Issue 1

the

Lance

check it out Powderpuff photo essay on page 14.

8701 Pacific St. Omaha, NE 68114 Volume 60 Issue 1

September 25, 2015

BRAS, BULLETS AND BLOOD

Student suffers chest wound in drive-by shooting APRIL V A N U N E N

STAFF WRITER

When junior Erandi Ortiz describes the events that happened the morning of Saturday, Aug. 8, getting shot in the chest was the least of her worries.

Ortiz found more of a problem in her self appearance than the actual hole in her chest.

“All these hot doctors had to see me naked, covered in blood, with holes in my body,” Ortiz said. “I couldn’t at least look nice while being shot.”

While on her way to the morning shift at the McDonalds off of Ames Street around 4:45 a.m., a car opened fire on Ortiz and her parents. Their car was struck eight times in just a few seconds, one of those bullets passing through Ortiz’s chest, ricocheting off her back and exiting her stomach. The car sped away before Ortiz could process what had happened.

“I didn’t even realize I was hit,” Ortiz said. “I felt my chest and my shirt were soaked and I couldn’t figure out why.”

Ortiz’s mom pulled away and drove into a parking lot to call the police.

Ortiz calmly stripped off her blood stained McDonald’s shirt, that’s when she noticed the hole in her chest. Ortiz was the only one hit. Ortiz was not scared and did not feel any pain. She was only disgruntled about the fact her new bra was ruined.

“Doctors said that if I was thinner, the bullet would’ve passed right through me,” Ortiz said.

Because of the entrance point being fatty tissue, the bullet slowed down enough to ricochet off her back instead of exiting. The wound could’ve been more dangerous, as it could have caused paralysis, nerve damage, or even death. She was in and out of the hospital in a matter of six hours after being patched up by doctors. They showed her how to clean her wound by shoving clean gauze in the bullet hole with a 6-inch q-tip. Doctors explained that the bullet was so hot that it seared the wound shut as it went in, preventing her from bleeding out.

“Getting shot didn’t hurt nearly as bad as I thought it would,” Ortiz said.

“I’ve had period cramps worse than that. Actually, it felt like a warm pleasant heating pad on my chest.”

Ortiz declined the doctors’ offers to help her shower due to her exhaus-

tion. She didn’t even want visitors in her room. Ortiz grew anxious while laying in the hospital bed and watching TV, waiting to go home. She was hesitant to speak when visited by a detective to get her side of the story.

Ortiz did not recognize the shooters and does not believe this was an act of gang violence. Both Ortiz’s McDonalds shirt and bra were gathered for evidence by the detective, her dad having to loan her his sweater to leave the hospital in.

“The detective just looked down at my bloody bra and said ‘this is cute’ and then shoved it into the plastic bag,” Ortiz said. “I asked if I could keep it and she said no because it was evidence.”

Ortiz thought the ordeal was over until just a few days later when she woke up with an extremely high fever. She was rushed to the hospital yet again to be told that her wound had become infected and she was facing the possibility of losing parts of her body from it.

“They told me I might lose my boob,” Ortiz said. “I don’t care about being shot, I care about losing my boob. I don’t want that to happen.”

Ortiz had to remain in the hospital for a few days while doctors drew blood and ran several tests to nurse her back to health. The thought of needles in her arm made Ortiz cringe, especially since doctors required testing several times over the course of the day. Ortiz was more afraid of the needles than the fact she got shot. Ortiz, recovered from infection but still needs to change the gauze in her bullet hole every couple hours to prevent further tissue damage and infection risks.

“One thing can change and then your whole life, the balance and equilibrium of life, is thrown off and then you have to readjust,” Ortiz said.

Despite her advice, she refuses to let it affect how she lives her personal life. Her mom insists Ortiz take action in becoming a “better person’” but Ortiz believes this incident of chance is not a sign to change.

“I get paid minimum wage and I work in fast food and I got shot on my way to a fast food establishment at four in the morning,” Ortiz said. “Why would that make me want to be a better person? In what world does that make sense?”

Ortiz, still feeling “salty” about the way the incident went down, vowed that if the criminals are caught she would sue for the $36 in medical supplies she had to purchase to clean the wound. She also would like to be reimbursed

Junior Erandi Ortiz poses at the Dunkin’ Donuts on 72nd street on Saturday, Sept. 20. Around 4:45 a.m. on the morning of Saturday, Aug. 8, Ortiz was shot in the chest near Dunkin’ Donuts on her way to work at McDonald’s off of Ames. Photo by Madigan Brodsky.

2

NEWS

WHAT’S IN STORE

New school store gives students real world experience

14'-2 7/8" 19'-0"

OVERHEAD DOOR 9' X 7'

Office/Storage Space 139 Square Feet 13'-11 7/8" 11'-11 7/8"

Retail Space 478 Square Feet

15'-9 3/4"

W DO " WIN x 78 " 54 W DO " WIN x 78 " 54

0° 30.0

7'-11 3/4"

WINDOW 72" x 48"

ONE-WAY GLASS 72" x 48"

26'-9 3/4"

W DO " WIN x 78 " 54

Conference Room 173 Square Feet WINDOW 54" x 78"

12'-2 1/2" 19'-0"

Business instructor Sarah Schau didn’t think the process would go this fast, but only three months after applying for the grant, a new era for the Westside Store has broken ground.

A few years ago, Schau and business instructor Katie Harmon realized the current store was getting outgrown.

“It’s hard for students to buy stuff if they can’t touch it,” Schau said.

Located right outside the cafeteria, the current store has a “concession stand” feel to it, making students point to products or try to describe which one they want without actually getting to feel it, or even try it on.

In the spring, Schau and Harmon applied for the Helen and Dick Kelley Endowed Chair grant for $10,000. Dick Kelley loved the idea so much, he put an additional $30,000 into the fund for the store to begin the undertaking sooner.

This grant has previously been used to “inspire people at Westside to think about where they want to go next with teaching.” In this case, the new teaching was professional development.

Prior to knowing they had received the grant, Schau and Harmon knew the store was going to happen in the future. So it was the job of former architecture students and alumni John Neubaum, Lauren Matis, Patrick Sawyer, Preston Klimek and Colin Cassidy to bring the idea of a new Westside store to life.

They drew out a plan of what the store would look like and very few things were changed from the original design.

With this new store, Schau sees more community support for Westside and more revenue to put back into Westside DECA.

“By increasing store hours and allowing customers to feel the product, it’s going to guarantee increase in sales,” Harmon said.

Harmon and Schau are anticipating selling out of the products they bought for the whole year.

But this year, the products in the store won’t be just clothing. Westside DECA plans on selling school supplies along with the Westside gear.

Along with a bigger, more realistic store, a conference room will be added to the back called, “Westside Professional Services”, which will allow for, not only marketing students, but anyone to work with businesses on real world projects. No other school in the metro has this aspect added on to their store.

“The main goal of the store is to provide a retail space for [students to] get authentic learning,” Schau said. “But it’s also providing a service for our community and helping with school spirit at the same time.”

Since this is a volunteer based store, the new store allows for marketing students to sign up for on-the-job training (OJT), which gives the students four credits a semester and allows for them to get real work experience by working in the store during their open mods.

“With the change in the work force and the need for training in real world experiences, we need to be competitive with the rest of the schools in the metro area,” Schau said.

And to be competitive, students that work in the store can either sign up for OJT or receive service hours.

“I think that it’s cool that it’ll stand out on transcripts,” senior Mariah Tessin said.

The store is projected to open in the beginning of October with increase in sales and a more authentic store for students to be involved in.

32'-2 3/8"

JA CE W I E S E L E R

EDITOR-IN-CHIEF

Above: Two construction workers help to build the new DECA store in the Warrior Walkway on Monday, Sept.

15. Photo by Madigan Brodsky. Left: Blueprints for the new DECA store were created by last year’s Architecture students. Blueprint courtesy of Katie Harmon and Sarah Schau.

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NEWS

3

TORN IN TWO Former teacher makes decision to accept new position LI BBY S E L I N E

MANAGING EDITOR Former Westside teacher Michaela Schaben stood in a room full of people who would determine her future.

She was nervous but showed no signs of it.

Schaben set up her PowerPoint presentation and eased through her lesson about proportions. As Schaben taught, deans and professors at Bellevue University contemplated hiring her to be their new math professor. However, Schaben’s lecture was missing a component she usually includes in every presentation she gives: enthusiasm.

There were some smiles and laughter, but she wasn’t as humorous as usual. She believed her presentation was fine, but she was uptight. She lacked her usual charm and personality.

“I didn’t put my all into it,” Schaben said. “[I] wasn’t as peppy or outgoing because I was very, very nervous, not about the interview itself, but more about the unknowing of what would happen. [This was partially because] in the back of my mind I was still devoted to Westside. I love Westside.”

Schaben was applying to be a full-time professor at Bellevue University. She applied for the position after she quit her job as a cheer coach to spend more time with her family. However, this was not the title she originally applied for. In June, Schaben was interviewed to be a part-time professor at the university. This position would allow Schaben to spend more time with her family, receive extra money and still teach at Westside.

After the interview for the part-time job, the university encouraged Schaben to apply for a fulltime position. However, she still felt devoted to Westside and this new job meant Schaben would not be teaching there anymore.

“I did talk to my administration and gave them

a heads up about it because it was so last minute,” Schaben said. “[However], I was just thinking everything happens for a reason, what’s meant to be will be.”

On July 17, Schaben received news that she got the job.

“At first I was humbled just because I didn’t expect this job,” Schaben said. “But ultimately I was thinking ‘oh crap, what am I going to do now? […]

The last thing that I wanted to do was to cause the district or my administration or my fellow teachers more work. I was worried people would be upset with me if I were to accept the position.”

Schaben spent the next week listening to advice from her colleagues. She spoke to Westside administrators and discussed what would happen if she left. She also considered her own values and goals for the future. Schaben ultimately decided to work at Bellevue University because she believed this was the best decision she could make.

“Although I have been very devoted to Westside, my family comes first,” Schaben said. “I know that by accepting a position at Bellevue I’m able to put my family first more easily...I [also] knew that [this] decision was in my best interest to further my own professional career.”

In replacement, math instructor Linda Rau has taken over Schaben’s classes this school year.

Rau and Schaben taught the same class together for many years, and Schaben is confident that Rau will do a great job. Likewise, Rau is happy for Schaben and confident she will do a great job at Bellevue University.

“She wants to teach at the college and she wants to have time to hang out with her little kids that are wonderful, and I think it’s perfect for her,” Rau said.

Schaben loves her new job and is enjoying the flexibility of it. Although the process of attaining this job was difficult, she has no regrets.

“The whole experience was by far the hardest

decision I’ve ever had to make professionally,” Schaben said. “You always wonder ‘will the grass be greener on the other side?’ I liked my job at Westside and I loved the people I taught with, but there was always a part of me that wanted a little bit more…[Now that I’ve been working at Bellevue] I have found that the grass is greener because this is a perfect fit for me professionally and for my family right now.”

Former Westside math instructor Michaela Schaben poses for a picture on Thursday, Sept.

17 outside of Bellevue University. Photo

by Mitch Francis

the

4

OPINION

Lance

The Lance is a school-sponsored publication of Westside High School, Westside Community Schools, 8701 Pacific St., Omaha, NE 68144. The Lance office is located in room 251.

Phone: (402) 343-2650. The Lance is an in-house publication.

The paper is distributed every month to all students, except in vacation periods. Subscription rates to others are $25 prepaid.

The Lance is printed by White Wolf Web, in Sheldon, IA. Advertising rates are available upon request. The Lance editorial staff reserves the right to edit all ads for clarity and grammatical errors. The editorial staff reserves the right not to publish any ads that are libelous or that contain non-factual information.

The Lance editorial staff also reserves the right to nullify contracts at any time without prior notification. The Lance also refuses ads that promote activities illegal to a majority of the student readership.

Reader response is welcomed in the form of letters to the editor. Letters should be less than 300 words, signed by the author and sent to room 251.

Names may be withheld upon special request. Lance editors will decide whether to honor such requests.

The Lance editorial staff reserves the right to edit letters for clarity and grammatical errors.

The editorial staff also reserves the right to not publish any letters that are libelous or that contain non-factual information.

The Lance is a member of the Nebraska High School Press Association, the Columbia Scholastic Press Association, the National Scholastic Press Association and the Quill & Scroll Society.

The Lance staff recognizes that the administration of Westside Community Schools controls the curriculum and, thus, sets the parameters of the production process of school publications. The Lance staff also recognizes its own responsibilities to inform, enlighten and entertain its readers in a way that reflects high standards of journalism, morals and ethics.

Editors-in-Chief Nata Ward, Jace Wieseler; Managing Editors Jack Cohen, Libby Seline, Celena Shepherd; Copy Editor Sarah Hermann; Design Editor Casey Arritt; News Editor Elise Tucker; Opinion Editor Lexi Bergin; Feature Editor Bella Radler; Sports Editor Connor Castleman; Arts & Entertainment Editor Kayla Kyle; Cartoonist Sasha Tripp; Staff Writers Ben Brodkey, Rob Gabel, Cole Hopkins, Emma Korengel, Nicole Petersen, Jim Schueneman, Steven Simon, Nolan Tracy, April Van Unen; Photo Editors Madigan Brodsky, Mitch Francis; Adviser Jerred Zegelis.

Graphic by Nata Ward

Editorial

Students get real world experience from store Students are given the opportunity to take a variety of classes every year.

This can range from algebra to chemistry or literature to history. While these classes are valuable and teach us basic skills, they don’t benefit all people as much as we are told they should in their future.

Earlier this year, Westside took a step in the right direction. A DECA store was set up outside the cafeteria. The goal of this store was to sell things related to Westside and get students involved with the inner workings of how a business operates.

Setting up groups like DECA will help students learn skills they can use for the rest of their life. Having knowledge of financial and business issues will be a large help to students, especially those who plan to open their own businesses or move up in a corporate world.

A common complaint among teenagers is that we learn nothing useful in school. Thousands of teenager’s Twitter pages are littered with jokes about exactly that. With clubs and extracurriculars like DECA, students will get the chance to learn the things that are overlooked by most high schools.

The DECA store provides work experience, service hours, and knowledge in areas that aren’t explored during the school day. As clubs and classes like this are added to Westside, students will become more involved in school life and more experienced in things that will affect them after they graduate.

Despite Westside’s great strides in teaching student real life skills, we could still do more. There are students that will not go into business and need real world applications that apply to a variety of jobs.

The members of DECA and the volunteers in the store will leave school knowing the basics of a business. This is great for leadership skills, but we also need clubs that teach you leadership in different fields. The world needs leaders in anything from science to philosophy.

Adding extracurriculars that give us opportunities in multiple fields will benefit our students by teaching them the skills they need based on their preferences and individual skills. DECA has given students wonderful opportunities, and now is the time to start expanding those opportunities.

Westside seems to understand the needs of a student and how their individual needs should be met. This school has classes and programs that benefit students of all interests, but it’s time we aren’t just told about what career we’re interested in. Let’s take real life and apply it to the several individual lessons this school has to offer.

Programs like this are nice for giving students preparation for the “real world.” With each course added to help with this, the more confident each student is going to feel when they break into the free world on their own.

“Adding extracurriculars

that give us opportunities in multiple fields will benefit our students by teaching them the skills they need based on their preferences and individual skills.”

WARRIOR VOICE How else should the school offer students real world experiences?

SENIOR

FRESHMAN

“[Westside should] bring more opportunities of job shadowing, just like the CNA program.”

“[Westside should] give more club diversity so everyone can pursue his or her passion.”

TA N YA K O N U H O V A

CED RI C H O M A N

SOPHOMORE

NI YA L A R O D A

JUNIOR

P HI L L I P T R I M B L E “[They should] give people after “I think there should be more classes like personal finance that school activities so they can pursue what they want to do such prepare you to get a job, save as military, marching band and money and write a resume.” criminal justice.”

OPINION

5

Students don’t benefit from adding minutes to school day After a single night with very little teacher input, OPS has added 25 minutes to their school day. What would happen if Westside were to do the same?

In an elementary school setting, this may be fine. This adds some time for an extra special class, such as PE or Music. Since the time the current freshmen started elementary school, Westside has added 15 minutes to the elementary school day.

One must note, however, the OPS elementary school day ends at 4:05 every day. This takes away from the kids’ extra-curBENJAMIN BRODKEY ricular learning STAFF WRITER and some social time. Many of these activities, such as dance, music lessons, or religious schools start at 4 p.m. or 4:15 p.m. and the OPS students have no choice but to arrive late.

Adding an extra 25 minutes to the day would have to be spread among all the class periods, just a few extra minutes per class, which is proven to be pointless.

According to guidance counselor Theresa Henson, the OPS school board did not ask for teacher input before the 5-3 school board vote at 10 p.m. on Monday, Aug. 10. Henson claims many teachers are opposed to the decision made by the school board, as many teachers didn’t have a say. If Westside were to add extra time to the day, Henson believes many teachers and administrators would be against the idea.

“I think it’s probably a common misconception that, oh, if they’re in school more, and longer, than they’re going to be better academically, which is not always the case,” Henson said.

“I think instead, it’s better to look at things like teacher attention rates and programs that are in place for students that have socio-economic need and things like that.”

If Westside were to change the school day, the students wouldn’t benefit. There is no proven benefit to an extra two minutes per class, and it would bring numerous complaints from students, faculty and the community. Complaints would be about a longer day that would bring no extra education to do the students. Is this reasonable? By no means!

The OPS school board claims students need extra time to process what they are learning.

The board also claims to be giving teachers extra time to present extra content to the class.

In a setting such as the middle or high school, what is a few extra minutes per class? Is it more time to pack up?

Yes, it is understandable over a period of time a few minutes will pile up, adding more and more time to the school year, but in the meantime, teachers aren’t having issues with students picking up concepts, or if they really did, students go in or are assigned to see their teachers for extra help.

If Westside High School were to add 25 minutes to the day, students would be outraged. Teachers would be furious. An extra 25 minutes would be pointless.

Graphic by Casey Arritt

HISTORY OF CONFLICT Proposed curriculum changes cause uproar Throughout the years, many changes in teaching curriculums have taken place. Some have been beneficial, but others have damaged the learning capability of students young and old.

Earlier this year, a proposal was made for many schools to change the curriculum of the AP U.S. History (APUSH) course. In this new curriculum, teachers were encouraged to refrain from discussing any of the “bad” situations that has happened in America, and teach students about the “good” that has happened in this country.

This suggested change has also sparked controversy in Texas, Colorado, North Carolina and South Carolina.

Fortunately, our district has decided not to change the APUSH curriculum. Even though this new proposal isn’t SARAH HERMANN being used at our school, we COPY EDITOR should not erase the fact that this surprising idea is accepted by multiple schools throughout the nation.

It upsets me to see that in order for legislators to be proud of our country, they must hide all the mistakes we made that got us to where we are now. For our country to move forward, we must learn from the mistakes we made in the past to better out future, but this wouldn’t be possible to do if we were never informed about our faults.

One of the many reasons why the APUSH curriculum was nationally changed was because of criticism the College Board received.

The 2014 edition of the curriculum was scrutinized by conservatives because they argued that the APUSH curriculum wasn’t “patriotic enough.” In order for us to be patriotic, why are they implying that we must lie about our country’s past?

How can they expect our generation to grow up and eventually lead the U.S. if we aren’t fully aware of our country’s

past history? By highlighting the positives about America, we would be completely cancelling out the negatives, which would do us harm in the future.

Not only are changes in teaching curriculums affecting students in our own generation, but they are also negatively impacting young children.

If you asked me what my earliest elementary school memories were, images that immediately pop into my head are writing in handwriting journals every day of the third grade. Or when we had to move the minute and hour hands on those plastic “clocks” when we were learning how to tell time.

These exercises are typical activities people our age have done in elementary school, but the teaching of handwriting and reading analog clocks is slowly disappearing from public schools around the nation.

During my high school career, I have noticed a slight but noticeable decline in taking handwritten notes in large groups. Because the recent rapid growth of, the majority of people in the U.S. have relied on their iPhones, laptops and tablets.

In my freshman year of high school, all of my teachers asked for their students to handwrite their notes; notetaking on laptops was considered forbidden. I am now in my senior year of high school, and I have been utilizing only one notebook because all of my classes suggest that I take notes via our school laptops. It is scary to think of how much people have started to rely on technology to solve their problems.

Even though many situations are now asking us to use our computers to write, there are still many important situations that require us to hand write, such as writing portions in tests and signing important documents. Handwriting is an important skill for everyday life, and should not be fully wiped off the Earth just because typing is now considered an option.

As our country grows older, many changes are taking place. But, that does not mean that these changes are relevant. We must not forget our country’s past and what our American civilians have created in order for us to get where we are today.

PowerGrade A

To the smoothies in the Cafe. It gives students a more healthy option for lunch and it offers their daily dosage of fruit in something teenagers will actually enjoy.

C

To the computer updates. While it’s amazing to have a laptop for school use, every update seems to make things more complicated.

F

To the person who blocked Netflix. While we can understand blocking it during the school day, we’ve earned a little break after eight hours of classwork.

6

OPINION

Year-round schooling benefits students, not bores Each year we all experience the downhill slide towards summer. Students are sick of being at school. Teachers are exhausted from dealing with them. This doesn’t have to be such an exhausting process. Year-round schooling can fix this endless cycle.

Year-round schooling is a system that we need to implement in our district to benefit not only the kids, but also our community at large.

The summer is the time for us students to relax and take a break from LEXI B E R GIN having informaOPINION EDITOR tion drilled into our heads every day of the week.

However, we do not think about all of the information we lose over the two or more months we have off. Student will rarely practice the things they learned in school over the summer.

This leads to more time in the classroom dedicated to reviewing material and less time dedicated to learning new material.

A year-round schooling schedule that would be most beneficial for this situation would be the 45-15 schedule. This way students go to school 45 days and then have a 15-day break.

With this type of system we would find ourselves not needing to review a lot of material all of the time. Instead of taking two months off, you’re just taking three weeks. This gives families enough time to go on vacation while still being able to quickly transition back to the mindset of learning.

Year-round schooling also helps with student burn out. A lot of student work really hard during the school year to achieve the marks that they desire. This means staying up late, constant reading, a lot of caffeine and of course those nagging parents making sure that mountain of homework is done. After more than nine months of this, students burn themselves out.

There has to be sometime for the student to cool off and relax. Year-round schooling supplies students with the opportunity for more frequent breaks. Instead of going hard for nine months at a time, you only have to do it for 45 days.

Along with losing most student burn out, we get to enjoy every season of the school year. All we have ever been able to enjoy for prolonged periods of time is summer. Not everyone enjoys these long and hot months. Now there will be a break in all four seasons.

This leads to more time to spend with people who we love. When we have more open space to take time for our families, this can benefit the family unit. A lot of students go through the school year only being with their parents for dinner and maybe before school and that’s it.

More and more families in this day and age are growing apart. Divorce rates are up to 40-50 percent according to the American Psychological Association, and depression is a mental illness that is becoming common in the average household. With year-round schooling, getting those three weeks off at a time could be extremely beneficial for the family unit.

Spending time with those important to you strengthens not only your bond with those you love, but also strengthens your confidence and relieves stress.

We all look forward to that time in summer where we just get to relax and chill. With yearround education we can look forward to relaxing more often and letting the stress slip away.

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Summer Bummer

Struggling with summer work?

Let’s face it. School is not the ideal setting everyone wants to go to. It’s nobody’s “happy place.” School is a drudge, and by the time you reach the last few weeks, you’re more than ready to relax and unwind. But, for many students this year, even that is discouraged through the use of summer assignments.

The most obvious example is the required essay for students of Literature Honors. Handed to most of them by the last week of school, this minimum-700-word summative essay, with cited research and evidence, was worth 75 points and the first major summative assignment of the new school year. If failed, it had the potential to drag grades down for the rest of the year.

Nobody wants to be stuck in a hole for the rest of the semester, and it was most definitely not what most had planned for their downtime.

Between reading and annotating EMMA KORENGEL the book and planning, researchSTAFF WRITER ing, and writing the essay, it was a time-crunching undertaking that made for the exact opposite of summer fun.It seemed a large majority of the class decided to do the essay much later in the summer despite this being discouraged by the packet.

Why, you might ask? The answer is simple. Summer is no time for homework, much less a full-on essay. Homework has been proven time and time again to reduce time for social skills and activities and to be generally ineffective, but it is issued regardless and tends to be done regardless (with the looming threat of consequence). In a Stanford survey, 56 percent of students found homework their main source of stress. And, in a Duke University study review, it was found that there was almost no correlation between homework and higher test/standardized test scores. Every month, students receive countless assignments, worksheets, and study packets, accumulating a mountain of work by year’s end. The only release a student gets tends to be summer, seeing as how even winter break contains the occasional Math or English work. But when you’re stuck with summer work, it’s easy to dread even more the return to school. A common argument for summer work is the loss of skills if not practiced in the summer months.

In the New York Times, Nancy Kalish, author of The Case Against Homework, wrote a similar article opposing summer homework. Quoted from the article, Kalish said, “Some studies

claim that students lose skills they don’t practice over the summer. However, if a child can’t regain his grasp of fractions with a brief review, maybe those skills weren’t taught well enough in the first place. Doing a mountain of math sheets without a teacher’s help — and perhaps incorrectly — is not the answer.”

One cannot stress how important it is to give students a break, when they are so often told what to do and where to go and what tasks to perform. Now imagine you get an assignment such as this, with so much importance, when all you really wanted to do was unwind during the lovely summer months. You can imagine the frustration that ensues. “But it’s building skills for real life! Every business has summer work!” is a frequent argument in favor. It may be true that most companies won’t stop issuing projects and busywork whatever the season, but it’s not real life yet. Teens belong in bed, getting the proper amount of healthy sleep, which only 15 percent of schools conform to help achieve.

Teens belong with friends online and off building social skills. Teens belong outside enjoying the pool and seeing new places. It’s the only season we’re not, and shouldn’t, be burdened by academic study. Let us enjoy it while we can!

If you’re worried about loss of skills or preparing students with a refresher for the new curriculum, fine. Those are legitimate concerns. But perhaps a better idea would be placing it at the beginning of the year as a start off, not cramming it into summer vacation hours and leaving students even more burnt out then when they left off. Most students already dread homework in-session, but attempting to coax them back into the swing of things with summer assignments is a guaranteed way to sour their opinions towards work even more.

“Perhaps worst of all, summer homework affects how kids feel about learning and school. Do we want our children to start the year refreshed and ready to learn? Or burned out and resentful? It’s something every teacher should carefully consider,” says Kalish.

Summer school is one thing, but summer assignments are another. There’s no reason you should be issuing this kind of an essay in the middle of a break. Save it for the final weeks of school. Save it for the first weeks back. Although that would make it short notice, I’m betting most students would agree to get it over with beforehand as opposed to having to do it over their vacation.

In short, can we all make a mutual agreement for less paperwork and more pool time? I think we all deserve it.

OPINION

7

Dropping class rank improves students’ lives He gets perfect grades. She aces tests without studying at all. He doesn’t need to try. She looks at B’s like they are failing grades. They are the top 10 in the class. They are the future Stanford and Harvard graduates. Their lives are easy.

Right?

No. Of course not. They do hours upon hours of homework every night. They are taking four AP classes and four more honors classes just for the credits. They need straight A’s in these classes or they can kiss valedictorian goodbye. They can’t do things like sports because they wouldn’t have time to do homework.

And forget about show choir, band, ROBERT GABEL art and theatre.

STAFF WRITER These classes are only worth about half the credits of AP classes.

Rank is calculated by cubing the mark point average, and multiplying it by the total mark points of a student. This number is considered by some to be the big contest in high school life.

There’s prestige in being the number one in their class. Unfortunately, nobody remembers the number two. It is the most important, stressful and difficult part of these students’ high school careers. Which is why Westside should drop class rank.

Why do said students go through so much pain and stress? Is there even a point? More and more people are beginning to realize that there is not, like the ones on the Millard School Board who voted to completely remove class rank. The competition for No. 1 is over. No more struggling to take more classes than the average student. No more memorizing all night to outwit the photographic memory of the current valedictorian.

Why hasn’t Westside dropped class rank too?

One common argument is that colleges would not have a way to determine which students are the best. Another is that students would no longer have a way to promote themselves and gain entrance to their university of choice.

These arguments seem logical, but can be refuted. In reality, colleges do not look at class rank as much as people think. According to guidance counselor Theresa Henson, they pay attention to GPA, ACT/SAT scores, application essays, letters of recommendation and rigor of curriculum. Class rank is not as important. If a student wants to improve their standings, they can improve themselves by working on their GPA. I can’t see any good reason the keep class rank.

Although there are no reasons for, there are plenty of reasons to drop class rank. It is stressful for most students, not just the top 15 or 20. The top 50 percent of a school like Westside, contains 228 students in the class of 2017. Whereas the top half of a graduating class in small-town western Nebraska could contain maybe 25 students. That is a very big difference. To be able to say you are in the top 25 is a very proud thing to boast, however inaccurate. Class rank does little to account for class size. This gives a disproportionate advantage to students from different schools.

Which is another reason it is unfair and should be removed.

Class rank uses percentages and calculations.

These do not describe a person. And that is what every high schooler is, a person. Class rank is a number, and numbers, people are not. Dropping class rank would be very healthy for the learning environment of the students. Millard did it.

Westside should, too. It won’t ruin a graduate’s odds of being accepted, however, it just might increase them.

ONLINE OPPOSITION

Graphic by Nick Gross

Cyberbullying creates conflict I typed up “I’m just not a fan of Jack and Jack. Going to school with them just wasn’t that special,” on Twitter. With one click of my mouse, I sent out the tweet that would cause some controversy in the Jack and Jack fandom.

“Don’t judge them!” “B**ch, you don’t know them like I know them,” and “If you hate them you must hate yourself.” popped up on my screen. I was in shock. Seeing those comments made me feel targeted, so of course, I started to respond. That made it worse. I just encountered cyberbullying.

I’m sure people has been affected in some way or another by cyberbullying. Whether it be being the bully online, being the victim, or helping a friend deal with the problem, people have been tied into the issue.

At Westside there has been a history of cyberbullying. A Twitter ELISE TUCKER account named @westsidegossip9 NEWS EDITOR was posting rude comments about students in mid-August. As of Sept. 17, the account has 28 followers and 21 tweets. No one knows who is behind the account with.

I see articles, such as Megan Meir’s anniversary of her death and Amanda Todd in the media killing themselves over cyberbullying in schools and I just don’t want that come to our school.

People have responded to the account, but the person just kept posting. The victim thinks that responding to the message will help the bullying stop, but the truth is cyberbullying can’t be stopped by doing any of that. The victim is just making it worse.

See the bully wants that angry text or tweet from the victim. that reaction. The reaction is what the bully is looking for. Guidance counselor Kirk Henningsen agrees.

“In general I wouldn’t acknowledge a bully by responding on social media,” Henningsen said. “It adds fuel to the fire.”

The film world has also took it upon themselves to spread the word about the issue.

In the movie, “Cyberbully” a teen becomes the victim of the online hatred when an anonymous person posts a rude comment on her wall. She thinks that sending back hate will stop the bullying, but it quickly escalates into a life or death situation.

Suicide has been a problem for teens today because of cyberbullying is increasing each year due to the recent growth in technology. According to the Megan Meir Foundation, suicide is the second cause of death for individuals 15-24 years of age. Homicides are ranked third.

The victim may ask himself/herself, “if it’s such a problem then why aren’t the police involved?”

Actions have been taken against the issue. In Nebraska, Law LB 205 only responds to the bullying. According to the National Conference of State Legislature, the law does mention cyberbullying, but it doesn’t say “electronic or “internet” in the document. It only says “contacting and telephoning.”

The law needs to be updated because the new generation doesn’t really call anyone anymore. Everything is over text or social media. Laws should be enforced, but no one is taking any action that’s why this continues.

Only 20 states have a specific law for cyberbullying; that number should have grown, but it’s a difficult process to get a bill passed. How many more victims will have to suffer before a law is passed by the state’s legislature? Many people have faced this issue and need to have some sort of help getting through this.

To help the cyberbullying victims, don’t just say to them, “Oh I can fix it myself,” says the victim. The friend needs to look at what is happening and listen to the victim. If they don’t talk to the about it then their emotions will be bundled up inside and then their feelings will come bursting out when it’s too late. The friend needs to support them.

The victim can block the person who is sending the messages or even better. Middle school and even high school students need to delete social media all together. If it’s over text message the victim can block the number to get rid of the bully. Don’t be tempted to look at the cyberbullying’s account it will only get worse if he/she does.

My advice to the bully is to stop. Think about how the victim feels? What if a sister, brother or a friend was feeling terrible because of the bullying? I don’t think so. Everyone needs to be nicer on social media and messaging because we all have a footprint online. That footprint is going to stay there forever.

Comic by Libby Seline

FEATURE

8

OVERWORKED, OVERWHELMED

Oversized classrooms affect lesson plans BE LLA RADLER

FEATURE EDITOR English teacher Eric Sayre took on a 25 percent increase in students this year, making it difficult for him to balance time between his students at school and his four kids at home.

“My family needs a dad, they need someone who is around, not someone who’s just grading papers,” Sayre said.

Sayre is the only instructor who teachers AP literature, which is two sections. With the increase of four students per section in his honors literaure classes, his workload is demanding of time.

“I’m almost double what is actually recommended for an English teacher to be able to dedicate themselves to the job and be able to give the feedback and time to the students that they need to really grow,” Sayre said.

With bigger classes Sayre can’t even fit all of the desks into a circle, let alone hold a discussion because the amount of students he has per class has gone up significantly, with an average of five more students per class than last year.

“One of the reasons we teach more classes is to be able to [have] smaller classes, so we can do things like graded discussions,” Sayre said. “I know the smaller the class the easier it is for everyone to get involved.”

Not only is it an extra workload for a teacher when they attain more students, but it affects the students as well.

“In my experience, a class with less students will usually have better discussions, especially in a literature class,” said Junior Emily Newton. “Everyone feels more comfortable and is encouraged to give their thoughts.”

Sayre is concerned that his students may not get as much out of his classes as they had in past years. Worried about whether he can innovate

enough to make his classroom as productive as it once had been, Sayre has to resort to a couple compromises.

“I’ve always… prided myself on spending a good amount of time with papers [and] giving personal feedback,” Sayre said.

With too many papers to grade to spend his usual two hours on each paper, he decided to try

online grading. He said that it will be less personal, but it’s something he has to do to keep his family life intact.

“I’m hoping to minimize the impact on my students in my classroom and I’m trying to do some different things to make that happen but also not trying to put an undeserved burden on my family,” Sayre said.

Preparing Warriors for the ACT and SAT for 14 years!

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Comic by Jace Wieseler

FEATURE

9

Poetic justice Senior faces hardships after publishing book of poetry N A TA W A R D

EDITOR-IN-CHIEF

Out of the original shipment of 150 books, senior Andrew O’Donnell keeps six in their room.

The books came in a cardboard box with a white label proclaiming, “Andrew O’Donnell, author.” O’Donnell peeled this off and hung it on their bulletin.

The copy that they use for poetry readings sits on their bedside table, written in and highlighted over. Long hours have been spent there, reading and rereading the pages. Five other copies of the book sit in their original box on their bookshelf, next to other works from O’Donnell’s favorite poets.

Originally, these books were meant for each of O’Donnell’s family members. However, none of them would be delivered.

O’Donnell doesn’t talk to their family anymore.

“My mother [reacted negatively],” O’Donnell said. “My sister doesn’t talk to me. I moved out of my father’s house…I had been the first person to put our family’s story out there, and [because of it,] I slowly faded out of the picture.”

The 18-year-old recently published a book of poetry through Amazon titled, “Nicoteane and Other Foolish Mistakes.” The book represents the emotions of the past five years of O’Donnell’s life, delving into topics like divorce, abuse and a struggling childhood. The title, spelled “Nicoteane,” represents one of their greatest loves (tea) and one of their greatest mistakes (nicotine). “[It’s] not a lighthearted book,” O’Donnell said.

“It delves into a lot of triggering things. Anxiety, eating disorders. It was really hard [to write].”

The first time that O’Donnell thought publishing was possible was in their sophomore year at Creighton Prep, when a poet visited their creative writing class and gave them a copy of his latest book. This was at a time when O’Donnell was struggling with multiple influences in their life, and poetry became their outlet. They decided to use the same format as the poet to publish their work.

“It encompasses my journey through my family and my adolescence,” O’Donnell said. “[It’s] five years of Andrew O’Donnell in your face, like it or leave it.”

O’Donnell, like other published authors, knew from the beginning to expect some negative reviews. No piece of work existed that had no critics. However, O’Donnell did not imagine that the book would create enough tension to cause them to move out of their home. O’Donnell was suddenly alone, in a different house, displaced.

“The Andrew inside of that book was something I carried with me for a long time, and it was very healing [to share],” O’Donnell said. “…And to have my family not supportive of that, it hurt…

But I can work on the mental struggles I have with treatment, outside of my family.”

But being separated became a reason to funnel all of their energy into their writing.

O’Donnell found extra time to write, and frequently wrote two to three poems a day. The book became a symbol of power and a source of strength. Seeing it there on their bedside table reminded them of the success that they had accomplished. It calmed them.

“Whenever I, in the last few weeks…[started] getting worried about college or [just] whenever I am worried about anything, I go in my room and read my books, to remind myself of what I have overcome,” O’Donnell said. “To remind myself of my triumphs.

So far, O’Donnell has sold 450 copies of their book, and the number is climbing. O’Donnell is always surprised when they get an SENIOR email recording another sale or a message is sent to their author Facebook page. They believe this is a sign of good things to come.

“I had ordered 150 copies [for the release party, expecting that would be the only amount I would ever need,” O’Donnell said. “[But] a lot of people have been going and [getting copies], and ordering them by mail…That feels so cool.”

O’Donnell can point to the person in Germany who bought their book on Amazon, or the one from Scotland to show their growing success, but the five copies still remain in their original box, ungifted and faintly reminiscent of the people he left behind. O’Donnell had planned to give each family member a book personally, but the family had gotten ahold of the manuscript prior, and there was tension.

A ND R EW O ’ D O N N E L L

“I had exposed some things that had happened to [us] that perhaps they weren’t ready to share with the whole world,” O’Donnell said. “But for my personal heart and soul, as I’m healing and growing and getting older, this is something I needed to do. I can’t control how they react.”

The reserved copies would not be going anywhere soon, but O’Donnell has plans for them.

The greatest reward in publishing a book for O’Donnell is in the way it can affect others.

“I’m all about the whole symbolic meaning behind actions that I take so I think specific copies that I save will be given away to people,” O’Donnell said. “But, it’s kind of become like a nice business card for my soul…Those five books that I keep, I give away to people that are struggling.”

“Nicoteane Dreams and Other Foolish Mistakes” can be purchased at the Bookworm, Caffeine Dreams and on O’Donnell’s Amazon platform. “[The book] seems desolate and dark,” O’Donnell said. “80 percent [of the poems] are pretty sad. I hope the sadness in my book can cultivate a strength in someone [in a hard time].

I hope it becomes a poem that they can read and find healing with.” *Senior Andrew O’Donnell uses the pronoun they

“I had exposed...things that perhap they weren’t ready to share...[But] as I’m healing...this is something I needed to do.”

Senior Andrew O’Donnell shows off their recently published book “Nicoteane and other Foolish Mistakes” on Wednesday, Sept.

16. O’Donnell’s book is available for purchase at the bookworm on the corner of 90th and Center.

Photo by Mitch Francis

10

SPORTS

FRIDAY NIGHT LIGHTS

Westside football starts off season strong J AC E W I E S E L E R

EDITOR-IN-CHIEF

After a rough start in the opener against Bellevue West Aug. 28, Westside football recovered to play against their rivals Creighton Prep, Thursday, Sept.

3. The Warriors were quickly on the board, leading the Junior Jays 7-0 in the first minute. By halftime, the Jays were 6 touchdowns away from catching up.

The score remained the same until the clock ran out and the Warriors won 410. Although this game was a shutout, the same can’t be said for the Warriors dual against Millard South, Friday, Sept. 11. Westside took an early lead in the first quarter, sweeping the Patriots 17-0. Millard South got on the board during the second quarter with a field goal. By halftime, Westside led 24-3. They kept their lead throughout the second half, winning the game 36-18. The Warriors kept the momentum as they came into last week’s game against Lincoln Northeast, Friday, Sept 18. With a closer match than the previous two weeks, Westside fought the first half to lead the Rockets 17-7. They kept pushing to increase their lead and won their third game 27-10. This week, the Warriors play Grand Island for the homecoming game and hopefully the football team will bring as much fire as they did the previous three games.

Above: Senior Patrick Nieto and friends cheer hold up their shoes during the game Sept.

3. Photo by Audrey McCann Far Right Above: Head Coach Brett Froednt greets Number 15, Alex Lindquist after he scores a touchdown.

Photo by Celena Shepherd

Above: Westside Students cheer on the Warriors at the Bellevue West game. Far Above: Football players sing the fight song. Photos by Ande Bilyeu Left: Number 29, Anthony Meeks and teammates prepare for their next play against the patriots. Photo by Celena Shepherd

SPORTS

11

Above: Senior Cameron Hickey runs the flag as the football players get pumped for their game against Bellevue West. Warriors lost 42-22 against the Thunderbirds. Photo

by Ande Bilyeu Left: Varsity Assistant Coach, Justin Haberman warns Westside defense about an unseen oppenent lurking near the endzone. Photo

by Celena Shepherd

Far Above: Number 5, Aj Nolin kicks the ball into play. Photo by Celena Shepherd Above: Senior friends come with painted faces to the America themed game on Sept. 11. Photo by Audrey McCann

Above: Number 42, Jack Connelly and other varsity football players listen as Varsity Assistant Coach, Justin Haberman speaks on the sideline.

Photo by Ande Bilyeu Left: Number 13, Bryce Confer-Wood, helps Number 2, Jake Fauglid up after he takes a tumble.

The warriors, ranked number three, beat the Patriots 36-18.

Photo by Celena Shepherd

SPORTS

12

SUCCEEDING SINGLE HANDEDLY

Freshman overcomes disability through playing sports N OLA N T R A C Y STAFF WRITER For a freshmen coming into the Warrior football program it can be intimidating to line up against athletes, up to four years older. For freshmen Kellen Goc the intimidation is a step higher than most.

Goc was born with Poland Syndrome, a disorder in which affected individuals are born with missing or abnormal muscles on one side of the chest wall. In Goc’s case, he only has one half of his left arm. This has led to some difficulties in playing sports. However, Goc is a multi-sport athlete in football, basketball and baseball.

“When I’m playing sports it can be difficult for me to do certain drills so I have to modify them to work around my disability,” Goc said.

He has been playing baseball since he could walk and football since he was nine years old.

“If I know somebody on the opposing team they might say ‘take it easy on him’ or ‘don’t worry about him, he’s not a threat,’” Goc said. “ It doesn’t bother me as much as it used to because I know what I’m capable of, and I use their words as motivation to play harder and better.”

As a freshmen this fall, Goc is practicing every night with the Westside freshmen football team as an offensive and defensive lineman. Freshmen coach Matthew Hodgson met Goc this past summer when he started strength and conditioning in preparation for the upcoming fall season.

“I had some concerns when he said that he is a center because of how vital the position is,” Hodgson said. “I had him do a few shotgun snaps and he hit me in the chest every time but I still had concerns about how he’d be able to block with essentially one fully functional arm. Once I saw him finally block in full pads most of my concerns went out the window.”

Sports have been Goc’s way he has been able

to express himself through his early years and his motivation to be a better person.

“I think my disability has made me a better athlete because it motivates me to show people that I am able of doing things like a normal person,” Goc said.

Off the field, Goc was recognized in the National Junior Honor Society, which is a program that serves to honor those students who have demonstrated excellence in the areas of scholarship, leadership, service, citizenship and character.

But in the classroom, things haven’t always been easy for Goc. “When I was younger people would call me names and ignore me. They were freaked out that I had one arm and they wouldn’t talk to me, but it isn’t a problem anymore,” Goc said.

Goc has used others words to become a better scholar and a better person.

“I think I have set a good example for other handicapped people and proved that you can do anything you work at,” Goc said.

Freshman football player Kellen Goc celebrates his team’s victory after their 12-7 win against the Papillion-LaVista South Titans on Tuesday, Sept. 15th.

Photo by Madigan Brodsky.

PRACTICE DIFFERENT, PLAY MORE

New Nebraska rules alter Westside football practices STEVEN S I M O N

STAFF WRITER

As the athlete sprints across the turf at full speed headed toward an opposing teammate, the air rushes through his helmet as the adrenaline pushes him to go faster. While space closes between him and the runner, he instinctually prepares to use the correct tackling form taught to him all summer and deliver a safe and forceful tackle to the opponent. Then he remembers this is a drill without live action, or game speed tackling, and the excitement and emotion drains from the player as he must slow down and secure the runner without taking him down.

This situation isn’t too uncommon during a week of football practices due to new rules implemented by the Nebraska State Athletic Association (NSAA) earlier this year.

These new rules are intended to prevent injuries during the practice week, which primarily occur in live contact tackling drills. Formerly recommended guidelines that are now required, the new set of rules states that Nebraska high school football teams cannot take part in “live action” or “thud-contact” drills, drills where there is high intensity and no designated winner, for more than 30 minutes per practice. Previously football practices in the state of Nebraska could involve as much live action contact as the coach felt necessary, possibly even the entire two hour practice.

Furthermore, full-contact or thud-contact tackling drills may not be administered by coaches in more than two consecutive practices without a one day break in between. The full contact and thud contact levels are only two of five different tackling intensity levels that must be designated for each drill in practice.

These five levels are air, where players run a drill unopposed without contact. Bags, where a drill is run against a cushioned object. Control, where there is a predetermined winner of the drill and players stay on their feet. Thud, which is the same as control without a predetermined winner. Lastly, live action, also known as full contact,

where players run the drill at maximum speed with game like conditions.

The five levels of tackling intensity were created by USA Football, an organization centered on football safety, to prevent injuries, and were adopted by the NSAA earlier this year.

With these strict new rules in place for high school teams, practice schedules have to be adjusted to focus less on live action and more on low intensity drills. This brings up a serious question, how will only tackling full speed for 30 minutes per practice affect the players’ tackling ability and readiness at game time?

According to varsity football head coach Brett Froendt, the newly enacted rules haven’t drastically changed the amount of contact during practices but the duration of tackling periods is significantly shorter.

“The health and safety of players is obviously the first priority,” Froendt said. “But with the new restrictions on tackling duration, it is very difficult to prepare the large number of players for games.”

Froendt is also a USA Football Master Trainer.

A Master Trainer is a USA Football trained professional in tackling technique and football safety who travels the area teaching other coaches how to keep players safe. Froendt believes in injury prevention and wants his team healthy. Although reducing this live action tackling time does reduce practice injuries, he believes that allowing more game-speed practice would be beneficial in amply preparing athletes for authentic field action.

From a player’s perspective, the new rules of contact and tackling are both beneficial and detrimental to practices.

“The intensity of practice is difficult to maintain without full contact, but in the long run less contact does reduce stress on the body,” junior Bennett Hellman said.

The American College of Sports Medicine believes these changes will significantly reduce the chances of injury. Whether or not these rule changes will truly keep players safer will become evident as the football season rolls on.

SPORTS

13

BUMP, SET, SPRAIN Senior copes with injury that ends high school career CONNOR C A S T L E M A N SPORTS EDITOR

Senior Eliza Jasa holds a Volleyball in her hands while at varsity practice on friday, Sept. 18. Jasa couldn’t play for the varsity team this year due to a series of foot injuries. Photo by Mitch Francis

The problem was her right foot. A combination of stress fractures, sprained ankles, and a torn tendon had caught up to the active three-sport athlete.

“I never gave my injuries enough time to heal,” Jasa said.

From the start of Jasa’s freshman year she had been transitioning between three sports: volleyball, basketball and track.

At the beginning of track season during her junior year, Jasa’s right foot began to feel numb, then cramped.

“Immediately, horrible thoughts began to rush into my head,” Jasa said.

She decided that seeing a doctor would be the best idea. The doctor assured Jasa that her foot would heal after 12 weeks of wearing a boot.

At the time, Jasa was disappointed that she would be missing out on a year of running track, but she had the hope that she would be fully healed by her senior season.

Throughout the rest of the school year and into the summer, Jasa limped around, reassuring herself that the frustration of wearing a boot would be masked by the fun she would have in her senior year of playing sports.

“After those long 12 weeks were over I was ready to return to normal,” Jasa said.

Jasa then entered the doctor’s office. The doctor entered the room and delivered the news.

“I was ecstatic to get the boot off,” Jasa said.

“But I definitely didn’t think that I was going to get that unexpected news.”

Jasa would not be able to play volleyball, basketball, track or any other sport for the rest of her high school career.

“I felt a mixture of anger and confusion flood into my body,” Jasa said. “I knew that I was the type of person that would return from injuries a few days early than what was recommended, but I had no idea that it would have this kind of consequence.”

Even though Jasa was frustrated that her high school career was over, she knew she still wanted to be involved as a senior.

Because of this unexpected injury, Jasa now feels compelled to still be a part of the sports that she enjoys.

“I’m just trying to get over my frustration of not being able to play sports anymore by still being involved,” Jasa said.

Jasa still wants to be a part of the sports that she enjoys by being a manager of the team. Although she is still contemplating whether she wants to be manager for basketball or track she is convinced that helping others play sports they enjoy will make her feel better about her own situation.

Although this injury has affected Jasa in multiple ways, she feels the best way to cope is to have a positive outlook on her situation and support her teammates who still play the sports that she still enjoys.

Soccer player wins U-19 national title JA CK C O H E N

MANAGING EDITOR At the end of every soccer tournament, a moment of pure, raw emotion occurs, with adrenaline pumping through the winning teams veins, the fruits of all their success is presented to them.

The trophy raise after winning a title is the sport’s most passionate moment, and when it’s achieved on a national level, nothing is sweeter.

Over the summer, senior Monica Siegel had the opportunity to be a part of Nebraska sports history. By the end of July she and alumni Michelle Xiao would be a part of the first Nebraska club soccer team to win a club soccer national championship.

Siegel, a starting center back for Westside, joined the team in June.

“I joined because they were missing their center back who was playing basketball,” Siegel said.

The team Siegel joined is a U-19 team, primarily made up of soccer players with a year of college experience.

“My [teammates] were faster and stronger than people who I am used to playing with,” Siegel said. “I adapted which was good and then it wasn’t like I was playing an older team it was just a normal game.”

Siegel trained with the team through out the

summer and helped them reach the national tournament in Tulsa, Oklahoma.

The national tournament featured four regional finalists, with the teams playing a round robin tournament and the top two teams meeting in the championship game.

Siegel played with Xiao and gained valuable experience playing with a higher-level team. Now a senior and playing a leadership position on the team, Siegel is confident this experience will translate to her performance in high school soccer.

“I’m going to try take what I’ve learned from the older girls on the team and move it to my high school team,” Siegel said. “I learned to be communicative with not just my defensive line but the whole team and also to stay positive on the field.”

Head Varsity coach Nathan Moseley describes the value in Siegel’s experience.

“Finding an opportunity to play against better athletes, by nature she’s playing up a couple age groups so it’s going to help her,” Moseley said.

The Warriors have made it to the state tournament the past 2 seasons in a row but have met an early exit in the first round. Siegel hopes to change that in her senior season.

“I feel like in the past the team has given up more easily then we should,” said Siegel. “I learned if you have your mind set to something then you can achieve anything.”

Senior Monica Siegel practices dribbling on Phelps Field on Tuesday, Sept.

14. Siegel, Westside’s starting center back, helped lead a Nebraska U-19 team to national victory this summer. Photo by Madigan Brodsky

14

SPORTS

Powderpuff sign ups C EL ENA S H E P H E R D

MANAGING EDITOR On Sept. 1 a handful of junior girls made their way to Westside and sat outside of the main entrance. They set up their sleeping bags and logged into their Netlfix accounts, prepared for a long night ahead of them. Hours ticked by and when the marketing doors opened around 7 a.m. almost 40 girls were relieved that they had finally made it. Some people waited for nearly eight hours to get a spot. This is where it all began. Powderpuff.

Above: Junior Kate Hammitt drinks RedBull around 2 a.m. while studying.

Powderpuff collects money, and non-perishable foods for the food pantry. Right: Junior Joslyn Frost does her homework.

The first 30 people to arrive are guareenteed to play. Girls got to powderpuff sign ups as early as 11:30 p.m. Far Right: Junior Samantha Sullivan and friends talk and share a bag of Doritos. Photos by Celena Shepherd

Above: Junior friends watch Orange is the New Black while waiting in line for a position.

Right: Juniors Grace Yohannes and Madison Barger view snapchat stories outside together in the early morning. Photos by Celena Shepherd

A&E

15

FUND RUN

Sophomore raises funds for African nation JI M S C H U E N E M A N STAFF WRITER

Participants of the Movin’ for Mali Adventure Race gather at the basketball court in Towl Park on Saturday, Aug. 15th. 100% of the proceeds were donated to helping Malians have safer and healthier lives. Photo courtesy of Christian Madsen.

Earlier this year, Christ Community Church started a two year project to help gather donations for what the church calls the Mali Project.

Sophomore Christian Madsen has worked in and organized two successful fundraisers to help his church.

Mali, a developing country in western Africa, has a population that struggles to meet needs as simple as water and basic healthcare.

The Mali Project’s goal is to provide these necessities. The organization plans on donating $300,000 to the city of Koutala and to two small nearby villages.

“Our church has already built large hospitals in major cities, but that’s pretty far away for some people,” Madsen said. “This will build smaller clinics so it’s easier for most people to get to.”

The Mali Project gave $20,000 in starting funds to its members with hopes to multiply their money for donations. This money will then supply three villages with bug nets, medication, water, power, new infrastructure and other equipment necessary for improving life. Madsen worked and organized two events for Christ Community Church. The first, a charity adventure race, raised $976.00 alone.

Participation in the race was $15 per team, but good will donations made up the majority of the profits. Prizes were awarded to teams on completion, creativity, age and other factors.

“It felt fantastic after the event was over,” Mad-

sen said. “It was a little stressful putting it on but the good feeling I got afterwards was well worth it.”

The second fundraiser, a live musical performance, included Madsen and his group, Clark & Company, Study of Four and other Westside musicians. It was held at Ozone, a local music lounge and restaurant.

“After we finished playing and we received the estimated amount of money we made, I was amazed at what the Lord was able to do through all the groups,” Madsen said. “It felt great to be part of something so successful like that.”

Madsen and his parents collected donations and from those at the event. In a few hours, they were able to raise $2821.

“They were both fantastic events because they reached different types of people. The racers and those at the Ozone didn’t really overlap at all,” Madsen said.

Madsen attributes to the success of both fundraisers to his faith, as well as strong motivation.

He is also thankful for the help of other volunteers and his church.

“The motivation was to do good for the people of Mali,” Madsen said. “God gave everyone gifts, I used mine to put on a race.”

Madsen and his family alone managed $3,797.00 for Mali Project, where 100 percent of the proceeds went to three small towns in western Africa.

“What matters is I contributed using my God given gifts,” Madsen said. “I did my part the best I could and the people in Mali will benefit greatly from it.”

“Traditional and most romantic Spanish restaurant in town!”

16

SECRET’s OUT

A&E

Administration catch wind of secret Instagram COLE H O P K I N S

STAFF WRITER

The new trend of secret Instagram, commonly referred to as Finsta has been captivating teens across the nation, and Westside High School is no different. The trend has also led to some controversy among teens, parents and now, school administration. Finsta in its entirety has become a platform for teens to share their opinions on private subject matter and their less than legal activities with people they choose to let follow them. The controversy lies in whether or not teens do, or should have the right to share these things on social media.

Westside’s assistant principal and dean of students Trudi Nolin is on high alert for issues like these on social media.

“Once something is out there you can’t get it back,” Nolin said. “Even though you don’t think people can get to these sites you never know.

There might be a way they do and that can jeopardize an opportunity for you in the future.”

Nolin passionately advocated representing yourself in a wholesome manner on social media.

She said she felt as if was her “duty” to protect her students and guide them towards good choices.

Yet at westside there is no standard punishment in place if the school administration does find accounts with questionable content on them. Only if you represent Westside (such as being a part of sports team or club) will there be standard punishment in place. For these students punishment would be similar to if a student were to get an MIP (which would result in suspension from the team).

So should students should be able to represent themselves however they choose on social media?

I interviewed a student (a sophomore boy) who has created Finsta for himself.

He views Finsta as a way of “posting things that you wouldn’t want a large crowed to see”.

The student justified creating one by stating “Half my grade has one so I thought it would be deemed acceptable if I had one.” It would seem as though the popularity has influenced students who maybe wouldn’t have created an account in the first place to do so.

I also mentioned this to Nolin to which she responded students could be making these accounts just because it is “the thing to do.”

Both students and administration understand that a reason Finsta has become so big is because a lot of people are doing it. But the school doesn’t actually have the right to punish students for their social media. Unless they represent a westside sanctioned club/activity or the posts contain potentially harmful content.

I would advocate the freedom of expression, that students have every right to post whatever they so choose to on social media, but it should be done responsibly. Finsta is new and big, and even though students will behave however they choose on social media, they also should accept the potential consequences of those choices.