Issue 3 by The Lance

[ info ]

CONTRIBUTORS Editors-in-Chief

Managing Editors Design Editor Graphic Editor Photo Editors News Editor Opinion Editor In-Depth Editor Feature Editor A&E Editor Copy Editor-in-Chief Copy Editors Business Manager Staff Writers

Graphic Artists

Designer Photographer Sports Journalism EIC 2

Malia Battafarano Saunders Cohen Julia Steiner Isabella Tyler Maryam Akramova Theodore Jansen Elliot Evans Abby Schreiber Emma Miller Emma Rieser Angelina Pattavina Natalie Gill Meredith Matz Virginia Jansen Jane Knudsen Reese Pike Daisy Friedman Mina Testolin Alex Vandenberg Joe Brunkhorst Will Christiansen Brooklyn James Kaelyn Mettler Nick Protzman Faith Rice Phil Sokolof Luke Stiener Angela Li Eleanor Dodge Brad Griffin Parker LeFebvre Meghan Maynard Tommy Sullivan Ryan Alger Max Frost Kenzie Harden Lydia Kasem Vinny Nelson Yamilett Ramirez Josh Siegel

he goal of the Lance has always been to report on issues that are relevant to our fellow students. With the end of the semester fast approaching, there was only one topic to cover in our in-depth: sleep. Experts recommend that teenagers get 8-10 hours of sleep, but schoolwork, extracurriculars and cramming for finals can make getting that amount difficult. How does sleep, or the lack thereof, impact the body? What are the pros and cons of napping? What does sleep look like around the globe? The stories in our in-depth have the answers to these questions and more. Again, we want to hear from you! If you have any questions, concerns or story ideas you can send us a Letter to the Editors at any of our emails: battaf121@westside66.net, cohen479@westside66. net, steine558@westside66.net or tyler752@ westside66.net. Also, feel free to stop by room 251 or 253 or talk to any of our staff members with your feedback. Please keep in mind that all information in this issue is up-to-date as of Dec. 14.

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 $30 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 Malia Battafarano, Sam Cohen, Julia Steiner, Isabella Tyler; Managing Editors Maryam Akramova, Theo Jansen; Design Editor Elliot Evans; Photo Editors Emma Miller, Emma Rieser; Graphics Editor Abby Schreiber; Copy Editor-in-Chief Reese Pike; Copy Editors Daisy Friedman, Mina Testolin; News Editor Angelina Pattavina; Opinion Editor Natalie Gill; In-depth Editor Meredith Matz; Feature Editor Virginia Jansen; Arts and Entertainment Editor Jane Knudsen; Business Manager Alex Vandenberg; Staff Writers Joe Brunkhorst, Will Christiansen, Eleanor Dodge, Kaelyn Mettler, Luke Steiner, Brooklyn James, Faith Rice, Nolan Spisak, Phil Sokolof, Nicholas Vincentini; Graphic Artists Parker LeFebvre, Angela Li, Brad Griffin, Meghan Maynard, Tommy Sullivan, Graphic designers Vinny Nelson, Luke Steiner; Photographers Ryan Alger, Max Frost, Kenzie Harden, Lydia Kasem; Advisers Timothy Kaldahl, Jerred Zegelis.

LETTER FROM THE EDITORS design by elliot evans

TABLE OF CONTENTS 4 5 6 7 8 9 10

Remarkable Midterms Awards in Academia Snow Days Controversial Books A Fresh Start Golden Slumbers Counting Sheep, Still Losing Sleep 11 Sleepless 12 To Nap or Not to Nap 13 Streams of Dreams

14 15 16 17 18 19 20 21 22 23 24

[ info ]

Sleep Stats Art for Academics Sounds of the Season Partners in Art Unified Bowling Balancing Act Christmas Cinema Holdiay Gift Guide A Perfect Holiday Night Skating Season Comics

[ news ]

REMARKABLE MIDTERMS T

Americans let their voices be heard

he 2018 midterm election has been something the United States hasn’t seen in a long time. It had an uncharacteristically large voter turnout compared to past midterms. This is due to many factors leading up to the election. A midterm is an election in the middle of a president’s time in office. In this particular election, all 435 seats in the House of Representatives and 35 of 100 seats in the United States Senate were contested. This year, the Republicans maintained their control over the Senate after gaining two seats with a total of 53 seats. The Democrats gained control of the House of Representatives after winning 39 seats to get a total of 235, as opposed to the Republicans’ 199. Each seat is taken by a person elected by their respective state. In the Senate, each state is represented by two senators. In the House, the amount of representatives is based on the state’s population, however, each state is guaranteed at least one seat. “I think that as far as legislation goes, you won’t see as much work done between the two houses,” government teacher David Bywater said. “There’s going to be an iron gridlock.” However, some students were optimistic about cooperation between both sides of the aisle. “I believe that now that each side has more of a say, we will make more progress because both sides can work together,” freshman Randall Prucha said. One of the things that made the 2018 midterms unique to other

elections was voter turnout. According to NPR Politics, 47 percent of eligible voters cast a vote. For U.S. midterm elections, that is high, compared to 36.7 percent in 2014. A major factor in the turnout is because people were aware of what was going on. More people were informed on the election, therefore they could develop their own opinions. Each party spent large sums of money on advertisements. According to a report by NBC News, nearly $3 billion was spent on TV and radio advertisements this year. This number doubled the $1.5 billion spent in 2014. Bywater said another reason voter turnout was so large was because of some of the events leading up to the election. “Democrats were revved up to place a check on the president, and then right at the end, the Republicans became revved up because of the Brett Kavanaugh [hearings],” Bywater said. An estimated total of 113 million citizens cast a vote in the midterm election. Thirteen percent of that number was made up of young voters, ages 1829. Bywater said he tries his best to convince seniors that are eligible to vote to do so. “I tell all of my classes that I don’t care what their party is, just go out and vote,” Bywater said. “Let your voice be heard by voting. I think that 18 to 24-year-olds [voting percentage] was up from 2014. If you don’t change what you’re doing, don’t be surprised if nothing changes. And the only way to do that is by voting.”

story by will christiansen, graphics by eleanor dodge and malia battafarano, design by malia battafarano

DEMOCRATS of

won control

235 of the 435 seats in the

HOUSE OF REPRESENTATIVES

REPUBLICANS won control of

53 of the 100 seats in the SENATE

[ news ]

AWARDS IN ACADEMIA

Study questions eﬀect of student awards T

he presence of awards seems to be consistent throughout one’s academic experience. From receiving a golden certificate in elementary school to walking to the front of an assembly to receive a gift card for maintaining perfect attendance, student awards span from grade school to high school. Aside from that brief feeling of achievement, what kind of impact are these awards really making on the recipients and general population of a school? A study recently published by Harvard Kennedy School of Government shows they might not be doing everything as intended. The study takes a look at the effectiveness of prospective awards, meaning they were pre-announced, versus retrospective awards, ones that were given out as a surprise. By analyzing fourteen school districts in California that provide awards for attendance, researchers found that prospective awards had no effect on students’ attendance while retrospective awards seemed to have a negative impact. Researchers found two main reasons driving this demotivation, the first being that an award for good attendance seems to imply that the recipient

is going above and beyond what is expected. With this assurance of one’s overachievement, some may feel they’ve been given the leniency to miss more school. The other reason that

are doing more than their peers. To avoid this feeling, some may start cutting back on their behavior or, in this case, attendance. “There are some students who have a very high intrinsic motivation” guidance counselor Ted Dondlinger said. “As staff members, we would love all of our students to have that intrinsic motivation so we try to find other ways extrinsically to help.” However, administration at Westside High School asserts that there are positive intentions behind giving out awards. “We want to award our students that are making a positive impact on our school culture at WHS,” assistant principal Trudi Nolin said. “We award students for attendance, athletics, academics, and activities. We try to award in a variety of areas in the building, as we want our students to be involved and awarded for their success and progress.” Keeping the results from Harvard’s study and the message of encouragement behind the awards in mind, it is ultimately up to the recipient on how they will perceive and react to what they have earned.

“We want to award our students that are making a positive impact on our school culture at WHS.” Assistant Principal Trudi Nolin was touched on for decreased motivation from retrospective awards is the fear of alienation from their peers. Throughout high school, many teenagers strive for a sense of normalcy, possibly leading to feeling uncomfortable about receiving an award that implies they

story by nick protzman graphic by abby schreiber and design by elliot evans

[ opinion ]

SNOW DAYS Parents should decide student’s attendance S

even A.M. and the roads were icy, snow covered and untreated. Commute times of students stretched longer and longer as the sun continued to rise on Nov. 9. Students, teachers, staff, bus drivers and chaperones had to tough if out on their way to Westside High School. Senior Hallie Frazier said her commute was impacted greatly. “I was about three hours late to school because they didn’t call off for a snow day and I missed several classes,” Frazier said. Frazier was just one of the many drivers who had trouble navigating that morning. “On my way to school I saw a semi truck that wasn’t able to go up a hill, and I saw two crashes on Dodge,” Frazier said. The car accidents, late students and large traffic jams beg the question, how does the district decide what days are worthy of cancelling school? Communications and Engagement Director Brandi Paul said in an email that their process is extensive. “First and foremost, student safety is our top consideration. Can our busses, parents and teen drivers get to school safely?” Paul said. “[Superintendent Dr. Blane] McCann often drives Westside streets himself at 3-4am on the morning of a potential snow/ice day to determine how safe roads are.”

The roads around Westside may not be representative of the conditions around the whole city. “We are also mindful of our estimated 1/3 of Westside

1 in 4 car accidents occur in icy, snowy or slushy conditions according to the Federal Highway Administration

students who come to us from other parts of the city - what are roads like there?” Paul said. How much consideration should be placed on this minority of students? Being a limited resource, calling snow days is a complex issue that requires much debate. “Dr. McCann consults with local meteorologists, as well as area superintendents, to try to get as much information as possible when making his decision,” Paul said. All metro area school districts were open that day. Ultimately, the decision to call a snow day must be made early, and with incomplete information. District 66 can control whether or not their schools remain open, but they cannot control the weather. On Friday Nov. 9, the real danger was caused by untreated roads. Ice and snow was allowed to accumulate on the bare streets throughout the night, and the morning sun was not enough to break this layer. Finally, the district ultimately leaves the issue of attendance up to parents. According to the Westside Community Schools Snow Day Guide, “If schools are open during inclement weather, parents should decide whether or not their children will attend school.”

story by joe brunkhorst, graphic and design by sam cohen

[ opinion ]

CONTROVERSIAL BOOKS IN SCHOOL Banned books give students new perspective S chools are meant to be institutions where students learn how to deal with life’s toughest issues. Through the books that are taught in our English classes, we are given a glimpse into the lives of different characters. People often say that books containing difficult themes are not meant to be read by children. ‘Controversial’ books that deal with more mature issues like race, religion and socioeconomic background are often deemed unfit to be placed in schools’ curricula for many reasons. There are many books with potententially risky content, like “To Kill a Mockingbird,” where we learn how to understand racism from the point of view of a naive child. Without these books, students become ignorant to the broader world around them. These books push boundaries and encourage discussions about the current state of our world. If parents and administration try to take away books that contain heavier themes because they believe students will not have the emotional maturity to deal with the issues, ultimately students will not be exposed to the realities of our world. This will be detrimental to them in the future. English teachers have a very difficult task in picking books they believe will serve students well, while also having to worry about the backlash from parents and administrators. “The thing about education is to teach not only what I know, but what makes me uncomfortable,” English instructor Susan Stehly said, “[Books] make people think, and people shy away from things that they don’t know a lot about. As a teacher, you have to be very careful how you teach

it, especially if it’s a value that people have. The risk is that the reason why you’re teaching the book could be misinterpreted as trying to force an agenda on students.” It’s a school’s obligaton to prepare its students, not only for life after high school, but also to allow them to explore things about themselves that will later shape them as people. In many people’s experiences, teenagers often feel that nobody understands how they think or feel. Allowing young adults to read books with characters that

“The thing about education is to teach not only what I know, but what makes me uncomfortable,” Susan Stehly, English Instructor are going through the same life problems lets readers experience their issues through another perspective, which may also lend helpful advice on how to deal with complications in their own life. “The Hate U Give” is a great example of one of these texts. It explores the aftermath of a brutal and fatal shooting of an African American boy in an urban area of Atlanta. By not reading books like this one, we are teaching our students that we

should not talk about difficult topics, out of the fear that people will disagree about the content. This breeds igorance and can fuel the cycle of prejudice in our society. Students are influenced by what they read. Many controversial books contain stories about overcoming prejudice of some kind. Reading them will likely influence the young adults to identify problematic situations around them and take initiative to stop it. “There is a fear that people have that children will take on some of the characteristics [of the book],” Stehly said. “Fiction is fiction. Yes, it’s based on real life, but we as teachers try to anticipate situations that cause people harm.” In the world we live in today, there is so much ignorance permeating our society. People are afraid of what they don’t know. Starting at a very young age, children are eager to learn about different types of people. Children are not born with behaviors like racism and sexism. It is something that is taught through life. Hopefully reading these mind-opening books may change children’s frame of mind. This change starts with reading ‘questionable’ literature. A study in “Basic and Applied Social Psychology” showed that a group of students who read a novel about a Muslim woman were less likely to make broad judgments based on religion. When reading about another world, you gain empathy for different types of people, allowing their social abilities to heighten. In order for students to become well-rounded individuals, they need to be exposed to all types of literature, regardless of what adults think is appropriate.

story by daisy friedman, design by elliot evans

[ editorial ]

A FRESH START

Westside should start school later

Exhaustion should not be the reason students are unable to give their all at school. If Westside started later, students would have the much-needed opportunity to regain a healthy sleep schedule, and they would then be able to improve schoolwide academic performance. Harvard Medicine also states that a healthy sleep cycle will lead to improved memory, learning and better the immune system. States throughout the country have been able to implement a later start time for school. While starting school later would cause ripples in morning routines for parents when it comes to going to work, if other schools in America were able to work around this problem, Westside could find a way to do so as well. Just a state over, City High School in Iowa City changed their start time to 8:50 a.m. and their end time to 4 p.m. In the Des Moines school district, starting high school later has saved the district $700,000 annually from fewer school buses being used. If schools just across the river are able to start school nearly an hour later and save money doing it, Westside should do the same. Even within Nebraska changes are being made. Duchesne Academy of the Sacred Heart is starting school at 8:30 next semester instead of 7:50. While it is true that students have always been required to get up early to go to school, a later start time is still valid and needed. With college admissions becoming more competitive and teens being expected to exert their energy on both school and a job, tiredness won’t help propel teenagers into a great future. Without being able to have full energy to spend at school and outside of it, a growing teenager won’t be able to keep up with the high standards placed upon him or her. With multiple studies proving that students should be getting more sleep and starting school later, Westside should be listening to this. Westside High School gladly implemented the rule of no music in class because studies suggest that it hinders learning. There is an abundance of evidence that starting school later will also improve learning, so why isn’t Westside changing the start time of school? Prioritizing an early start time above the overall student well-being is unacceptable.

eens are tired. Waking up to multiple alarms after a long night of homework, then dashing off to school can wreak havoc on a growing teenage body. Between a hefty workload and extracurriculars, students don’t have enough time to sleep, which is something essential to being able to function in school. There are only so many hours in a day, and with seven of these hours spent at school and then several others on homework or a job, there simply isn’t enough time for students to truly take care of their minds and bodies. According to the American Academy of Pediatrics, teenagers should be getting eight-and-a-half to nine hours of sleep. The solution to the exhaustion epidemic? A later start time for school. Offsetting the start time of the school day by even just an hour could prove to be very beneficial. Giving students that extra time to sleep would result in more alertness in classrooms and improve the student body’s overall mental health. If the Center for Disease Control thinks that schools shouldn’t be starting until 8:30 or later, why is Westside still starting school at 8:00? Lack of sleep causes students to miss out on school or not be able to perform at their academic best. Hopkins Medicine reported that these harmful effects can have long-term impacts on the body. People who are sleep-deprived are twice as likely to develop heart disease and are three times more vulnerable to developing type two diabetes. In the longterm, consistent sleep deprivation can lead to heart problems like strokes, heart attacks and irregular heartbeat. A later start time for school would be an excellent way to prevent the potential for future health problems to occur with the students of Westside. Harvard Medicine says that sleep loss causes neurons to be unable to access information that was already learned, and the attention span spreads thin, making it difficult to learn new information. If the students of Westside aren’t getting enough sleep to function properly or perform well in school, it will reflect poorly on Westside. An additional effect of not getting enough sleep is poor driving. Teenagers’ driving abilities are already questionable, throwing in a lack of sleep makes for a very dangerous morning commute. Allowing teens to receive the extra sleep they need will result in fewer morning accidents and safer roads because of their ability to focus better.

graphic and design by abby schreiber, infographics by isabella tyler

These statistics are from a nonscientific survey conducted by the Lance with 131 responses

[ in-depth ]

GOLDEN SLUMBERS The positive eﬀects of a good night’s sleep

any Westside students could be labeled as overachievers. Between staying after school for clubs and athletics and balancing the homework load, it can be hard for them to get the sleep they need. However, making sure we’re getting the recommended eight to ten hours of sleep can result in major benefits. Possibly the most obvious benefit of getting enough sleep is how it can positively affect students’ performance at school. “During sleep, that’s when everything reboots and recharges hormonally [and] physically,” said health instructor Brody Schmaderer. “When you get enough sleep, then you’re ready to go and actually work harder and perform better the next day.” Schmaderer said he believes that many students at Westside aren’t getting enough sleep, based on observations he has made during his Healthy Living classes. “You can tell [which] students don’t [get enough sleep],” Schmaderer said. “They’re o b v i o u s l y yawning and, in some cases, not falling asleep in class, but just kind of showing that tiredness.” Aside from academic benefits, sleep also has an effect on athletic performance.

story and design by isabella tyler, graphic by angela li

“Everything functions better when you sleep better,” said Michael Summers, medical director at the University of Nebraska Medical Center’s Sleep Disorders Center. “Your reaction time is better, so, for athletes, they will be at a higher peak performance if they’re well-rested, because their reaction times are significantly improved.” Summers said that getting quality sleep all begins with making sleep a priority and following through with a consistent sleep schedule. According to Summers, inconsistencies may leave teenagers relatively unaffected, but as we get older, consistent sleep becomes much more important. “A lot of times, people think it’s most important to go to bed at the same time every day, but a lot times, it’s actually more important to wake up at the same time every day. If you think about it, it kind of makes sense. You can force yourself to wake up, but you can’t force yourself to sleep if you’re not tired,” he said. With finals just around the corner, many students are probably thinking about how much cram-studying they can get done in one sleepless night. However, your best bet might be a good night’s sleep. Summers explained that while you might remember more material as a result of your all-nighter, missing out on that sleep can still negatively effect you. “Your test scores, in general, [are not] that much better because you [will] likely make easy mistakes, just kind of dumb mistakes, on other questions as a result of your sleep deprivation,” Summers said. “They kind of cancel each other out.”

[ in-depth ]

COUNTING SHEEP, STILL LOSING SLEEP How lack of sleep negatively impacts you

ccording to SleepScore Labs, a medical equipment company, a study launched in 2017 by Dr. Mehmet Oz and ResMed said that a large amount of Americans are missing out on proper sleep. It is highly suggested that people receive at least eight hours of sleep. However, the statistics found that out of 20,000 Americans, 79 percent were not receiving the recommended amount of sleep. While lack of sleep can stem from almost anything, not getting enough sleep can have serious consequences on health. According to Michael Summers, who works at the Sleep Disorders Center at University of Nebraska Medical Center, sleep is often neglected. “In general, a lot of times people will say there are three pillars to health and if you take care of those three pillars you’re going to do pretty well ... those three pillars are nutrition, exercise and sleep,” Summers said. “Unfortunately, typically sleep is the first one to be sacrificed. I would say that’s become significantly worse in the last 10 to 20 years with the advent of our 24/7 society.” Without sleep, various aspects of life can be negatively impacted. “Lack of sleep [has] all kinds of effects, from your mental awareness to your eating habits to your sleeping habits, just your total awareness of what’s going on,” said Justin Haberman, physical education and health instructor. “Lack of sleep really impacts your school, your leaning, it can even effect your motor skills.” In a research letter published in 2018 by the American Medical Association, it was found that risky behaviors are three times as likely when people are running on less than

10 10

eight hours of sleep. “There is a research letter that came out just this month that looked at the dose dependent associations between sleep duration and specifically looking at unsafe behaviors in US high school students,” Summers said. “What they showed us, first of all, more than 70 percent of high schoolers average less than eight hours of sleep. They were looking at ‘if you are sleep deprived, let’s look at the likelihood that you’re going to have these various risk-taking behaviors.’” According to Summers, the research found that adolescents are three times more likely to have issues with mood and self-harm when they haven’t gotten enough sleep. Feeling sad or hopeless, having suicidal ideations, or attempted suicides are all included in possible issues that could arise with a lack of sleep. However, it is common for students to not receive the recommended amount. “[Students without good sleep] are dozing off in class. They’re tired, they’re not paying attention,” Haberman said. “They miss information, and it’s not that it’s not given or provided, it’s just they’re so tired they’re not catching information because they’re thinking of other things.” A non-scientific survey conducted by Lance with 131 responses found that 68.7 percent of Westside students get less than eight hours of sleep. While it is normal that teen sleep schedules fluctuate, it can start to become an issue when adolescents are missing out on proper sleep.

story by faith rice, graphic by meghan maynard, design by isabella tyler

[ in-depth ]

The physical eﬀects of sleep deprivation on your body to the National Heart, Lung, and Blood Brain Immune System A ccording Institute, most adults and teens need around seven Obesity and increased appetite can be linked to a lack of

to nine hours of sleep each night in order to perform at their best ability. But what happens to various parts of the body when that goal isn’t achieved? All information below can be attributed to the International Sports Sciences Association, Healthysleep. med.harvard.edu, the US National Library of Medicine or the National Institute of Health.

Muscles

During sleep, blood glucose is stored in the muscles as glycogen, which eventually turns into energy that helps the muscles grow. This means that with a lack of sleep, muscles can become weak. Human growth hormone is also produced during sleep. This hormone allows muscles to grow and recover from the day’s activity. Without quality sleep, there is less time for these proteins to grow, hindering muscle growth. In fact, without sufficient rest, muscle mass decreases, as sleep correlates to energy for muscles to grow and recover.

Liver & Lungs

Through a series of experiments conducted by scientists at the Medical College of Wisconsin, it has recently been proven that sleep deprivation results in DNA and cell damage, possibly leading to cell death. These results were found throughout the liver and lungs. Without an adequate amount and quality of sleep, parts of cell DNA are overproduced, damaging the cells. This increase causes more than the normal amount of cell damage, and without sufficient rest, it leaves the cells with less time to fix themselves. Consequently, the cells end up with compromised repair abilities, decreasing chances of being able to help future damaged cells. While cell injury can be reversible, it can also be detrimental to one’s health if not noticed, possibly causing injury to the cell membrane and the organs if not treated. All of this damage can lead to problems on a larger scale, including organ failure, which can be lethal.

Often, during sickness, many people yearn to sleep the day away in an attempt to feel better. This is an answer suggested by the body, as the immune system produces more antibodies and disease-killing enzymes when more sleep is attained. While the the immune system fights off infection, it produces various substances and enzymes that cause fatigue. These enzymes are produced most frequently throughout sleep; without them, the immune system is compromised and less effective in fighting off infections.

Heart

Lost sleep can result in an increase in blood pressure, and even small increases in blood pressure are proven to be problematic to one’s health later in life. With increased blood pressure, the heart has to work harder to keep blood pumping throughout the body. If the heart works too hard, chances of atherosclerosis, (the hardening of arteries), cardiovascular disease or stroke increase. For women, sleeping too much or too little may lead to coronary heart disease and damage to the heart’s major blood vessels, due to preexisting increased disease risk from pregnancy and menopause.

sleep due to two hormones produced in the brain, leptin and ghrelin. Together, these hormones increase appetite and decrease the ability of the brain to recognize when the body is full. Furthermore, phosphates like ATP help develop energy and are produced less frequently when the brain receives less sleep. Since this phosphate is responsible for providing the brain and body with energy to complete daily tasks, without enough rest and ability for the brain to produce ATP, people may be lethargic and have less energy. This can lead to poor decision -making and a lesser ability to concentrate on simple tasks, negatively impacting students’ performances at school. Another challenge the brain faces with less sleep is memory. Being deprived of just five hours of sleep is proven to reduce the connection the brain’s neurons have with each other, limiting short-term memory capabilities. According to Healthysleep.med. harvard.edu, if a person is debating between latenight cramming for an exam or an extra hour to snooze, sleeping is more beneficial.

story and graphics by emma miller, design by vinny nelson

[ in-depth ]

WHS Student

Nap Habits

These statistics are based on a non-scientific survey conducted by The Lance. There were 116 responses.

TO NAP OR NOT TO NAP? An expert weighs in O

58.8% of students nap

41.2% of students do not nap

How much time do you spend napping?

3.5%

31.6%

16.7%

21.1%

27.2%

ver half of Westside’s student population, 58.8 percent, take naps, according to a nonscientific survey conducted by The Lance with 116 responses. Out of those students, 27.6 percent nap a few times a week. Dr. Michael Summers works at the Sleep Disorders Center at University of Nebraska Medical Center. According to Summers, naps can be effective, but may come with downsides. “There’s no question, naps can revive you,” Summers said. The problem with naps arises when their length throws off your sleep for the rest of the day. Summers said 30 minutes is usually long enough to recharge people. Two to three hours though, he said, is really going into a sleep cycle, not a nap. Sleeping for that long may make it harder to fall asleep at night. “[Naps] are like snacking,” Summers said. “So, if you’re going to have a big dinner at seven at night and you have a big snack at six in the evening, you’re probably not going to be as hungry for dinner. That’s kind of what naps may do to your sleep at night.” That lack of nighttime sleep can create a series of other problems. With inadequate sleep, a person’s performance and executive function during the day may be hampered. Their energy may be lower than normal, prompting them to take another nap the following day. Summers said it could create a vicious snowball effect. People are more likely to want to nap between one and three

in the afternoon. Summers explained that this was due to one of the two main processes that influence our sleep: circadian rhythm. According to sleep.org, circadian rhythm is essentially a person’s body clock. It controls a person’s feelings of alertness and how tired they are. “The circadian rhythm has peaks and valleys throughout the day,” Summers said. “The peak of circadian rhythm alertness is typically around 10 or 11 in the morning for most people. Then, one of their big dips is between one and three in the afternoon.” Summers said it’s best to try to fall asleep when you’re already tired, which is why it may be easiest to try to nap around 3 p.m. “You’re already being driven to sleep by that circadian rhythm perspective,” Summers said. According to Summers, after that lull in energy, people usually come back with a second wave. The second process that drives our sleep is homeostatic drive. “Our homeostatic drive is basically saying the longer you go without sleep, the sleepier you get,” Summers said. Summers explained that this sleep pressure builds throughout the day, and goes down as we sleep. If we never get enough sleep, however, it won’t be able to go back to our baseline and will build up again. Naps may help lower that pressure to sleep. “Really just remember to prioritize sleep,” Summers said. “Everything functions better when you sleep better.”

story and graphics by julia steiner 15-30 minutes One hour

Three or more hours

Two hours

I don’t nap

43.9%

of students think naps are eﬀective

How often do you nap? Rarely ever 33.6%

A few times a month 23.3%

Never 12.9%

A few times a week 27.6%

Every day 2.6%

Sleep Around the World People around the world have different cultures and lifestyles that impact their sleeping habits. Americans are not representative of the world. Factors such as the time people eat dinner and sometimes mid-afternoon naps affect the time people go to bed and wake up. These nine countries represent sleeping habits from each part of the world. The shaded area of the clocks represent the average time people in that country spend sleeping. The information is from TIME and Daily Mail. story and graphics by max frost, design by julia steiner

[ in-depth ]

STREAMS OF DREAMS D

The psychology behind dreams

reams have fascinated our society since ancient times. The Greeks had a god of dreams: Morpheus. Egyptians believed dreams led to divine revelations. By the 19th and 20th centuries, different psychologists were looking into dreams and what causes them. Sigmund Freud published his book, “The Interpretation of Dreams,” explaining his ideas that dreams give way to our unconscious mind to express our deepest desires and selves. However, this isn’t agreed upon by all psychologists. “[What dreams mean] depends on what kind of psychologist you ask,” psychology instructor Otis Seals said. “A lot of different approaches to psychology explain dreams in different ways.” One group that has a different approach is psychoanalysts, who believe that dreams are a way of acting out a person’s innermost desires. Another theory is that the brain is active during sleep and keeps itself preoccupied with dreams and stories. According to Seals, some people also believe that dreams have symbols and meanings. “The most widely accepted dream theory would be that your brain is active all the time,” Seals said. “We see our brain making up things all the time, whether it’s the color in your peripheral vision or your blind spot ... Those turn into vivid stories [when you sleep] because your brain isn’t doing anything else. That’s probably the most widely accepted theory, not that it’s right. No one can prove one way or another.” Lucid dreaming is considered the one of the most vivid types of dreaming, according to Seals. It’s defined as when someone is aware they are dreaming in their dream. Some people even have the ability to control their dreams if they are lucid dreaming. Junior Adam Alkarute said he

has experienced this phenomenon. “I was dreaming, but I was in the moment,” Alkarute said. “They were taking me in this car, but I knew I was dreaming. It was just happening, I don’t know how to describe it.” Alkarute said that even though he knew he was dreaming, it didn’t prevent him from feeling very real emotions. Lucid dreams like Alkarute’s don’t occur for everyone, but if they do, it’s because of various factors that contribute to dreams. “Part of it is just your overall creativity as a person, how deeply you’re actually sleeping as well,” Seals said. “Your most vivid dreams, the ones you can wake up and know you dreamt, happen during what they call REM sleep. It’s your deepest sleep.” Most people go through a sleep cycle with five stages every 90 minutes during their sleep. The first four stages are NREM sleep, which stands for non-rapid eye movement. It goes from a very light sleep to very deep and typically doesn’t have a lot of muscle movement, according to Psychology Today. The final stage, REM sleep, stands for rapid eye movement and is when the dreams you typically remember occur. But it isn’t just that simple when it comes to a full night’s rest. According to Psychology Today, during our first two to three cycles, we experience mainly deep NREM sleep, and then the second half of the night it’s REM. “REM sleep is really interesting, and we call it paradoxical sleep because it’s your deepest yet shallowest sleep,” Seals said. “Your brainwaves are moving very quickly because you are dreaming so vividly. But it’s also your deepest stage of sleep ...You can remember your dreams for a period of time.”

“We see our brains making up things all the time ... those turn into vivid stories [when you sleep]” Psychology Instructor Otis Seals

story by maryam akramova and theo jansen, graphic and design by abby schreiber

[ in-depth ]

SLEEP STATS

How many hours of sleep do you get on an average weekend night?

How many hours of sleep do you get on an average school night? 20.3%

17.2% 25.9%

6.0% 4.3% 1.7% 14.7%

29.3%

33.6%

16.4%

6-7 hours

11.7%

0.9% 12.5%

more than 10 hours 9-10 hours 8-9 hours 7-8 hours 5-6 hours

1.6% 3.9%

4-5 hours 3-4 hours less than 3 hours

How often do you pull an all-nighter?

39.5%

13.2% 4.7% 7.0%

22.5%

13.2%

never one per month a few times a month once a week a few nights a week one or less times per month These statistics are from a nonscientific survey conducted by the Lance with 131 responses.

â&#x20AC;&#x153;The best thing [for sleep] is a consistent schedule ... It has to be seven days a week.â&#x20AC;? Dr. Michael Summers, Sleep Disorders Center

Monday

Tuesday Wednesday Thursday

Friday

infographics by eleanor dodge and julia steiner, design by julia steiner

Saturday

Sunday

[ feature ]

ART FOR ACADEMICS

Westside senior receives an art scholarship for college

or senior Madison Jagels, art has been more than just another hobby. Jagels received an art scholarship from the Kaneko camp, another art scholarship from Hastings College and also scholarships for academics and cheerleading. It is something that has brought her lots of opportunities. She said her talent and love for art has paid off in many ways. “I first got interested in art, probably started thinking about it more seriously in middle school and then more seriously as a career last year,” Jagels said. Jagels said she has been interested in art for a long time. Over the summer, she took things to the next level and attended an art camp through Kaneko called Open Spaces for students interested in doing art in college. “Our art teacher had told us about this camp that we could apply to, and it was the first year they were going to be doing it,” Jagels said. According to their website, Kaneko’s mission is to encourage and explore creativity through things such as exhibitions, performances, lectures and education. It is a non-profit organization named after Jun Kaneko, who also started the main ideas for Kaneko. “The camp was over the summer at Hastings College for a week,” Jagels said. “Anyone from a school in Nebraska and parts of Iowa could apply. They said over 100 applied and they took 28 of us. Westside had the

best showing. I would say we had 5 or 6 people out of the 28.” The week long camp brought lots of opportunities and new art for the students. “We did stuff that we normally wouldn’t do here like welding and glass blowing,” Jagels said. “It was really fun.” After the week-long camp, the results turned out in Jagel’s favor. “We got art scholarships through Kaneko which we can only use at Hastings, which is where I’ll be

pencil, pastel and pottery. As for the rest of the school year, she still has an art class to finish at Westside. “My favorite art class that I’ve taken here is probably AP, because everyday I make my own schedule,” Jagels said. “We have a deadline for each project, but that’s the only thing she gives us. The rest is on me. I’ve never thought about my artwork so much.” Jagels said Liz Hough, her art instructor, has made an impact on her art journey. She has been her teacher here since sophomore year. “[Jagels] always find a way to go above and beyond,” Hough said, “She always spends a lot of time outside of class working on her projects. She tries to push herself and her projects to a higher level.” Hough said she knows how hard Jagels works and the time she has put into her art. “I think she is really talented in that she’s really creative,” Hough said. “She has unique and original ideas. She tries to approach lessons in a individual way, which I think is something strong she does. She is always very upbeat and happy in class. She has a good personality.” Jagels said she has some clear ideas for her future in art. “I’m going to go into graphic design and minor in marketing,” Jagels said. “For graphic design, my painting style works pretty well.”

“[Jagels] always find a way to go above and beyond. She always spends a lot of time outside of class working on her projects. She tries to push herself and her projects to a higher level.” Art Instructor Liz Hough going,” Jagels said. Jagels submitted some of her artwork to be looked at to receive the scholarship. “For the art scholarship I got, I had to submit a portfolio of stuff I’ve done,” Jagels said. “ For the Kaneko scholarship they, like, ranked us at camp and also looked at our portfolio.” The portfolio consisted of a lot of the work she did in high school. This included acrylic, charcoal, watercolor,

story by brooklyn james, photos by emma miller, design by isabella tyler Senior Maddie Jagels paints a piece of original art.

[ feature ]

SOUNDS OF THE SEASON

Senior plays violin with the Omaha Symphony

uring the months of November and December, senior Hannah Robinson combines her regular high school work with a full rehearsal and performance schedule with the Omaha Symphony. As a violinist studying under Omahaarea teacher Anne Nagosky, Robinson has the opportunity to perform every winter with the Omaha Symphony in its Christmas Celebration concert. Robinson currently sits in second chair of the Westside Orchestra and is concertmaster of the Westside Chamber Orchestra. She has been taking private violin lessons with Nagosky for around 10 years. Nagosky, a first violinist in the Omaha Symphony, connected with the administration there to set up this opportunity. “[My students playing] began back in 2003 as a bit of a whim on the part of the stage director at the time,” Nagosky said. “He heard about my students and liked the idea of some very young children playing violin in the show. He wanted them to be as little as possible though, so the kids I chose ranged in age from five to 11 years old.” Throughout the years, the role of Nagosky’s studio in the concert changed drastically. Rather than just having younger students play, now the majority of her studio participates. According to Nagosky, the level of difficulty of the repertoire has also greatly increased over time. “[The first year] we played a version of Silent Night along with a singer,” Nagosky said. “Their part that first year was very simple. There were only seven of my students participating in the show, and this year there will be 45, split into two groups to cover the 10 performances.” Now that the majority of Nagosky’s studio participates, the repertoire has changed so that a variety of students can take part. According to Nagosky, because of the difference in levels of her students, there must be many parts of the pieces that they play. “Our song this year is brand new and has seven different parts ranging from very easy to very difficult,” Nagosky said. “It is significantly more complex and involved than the songs from the early years and the students have been working on it since October! It’s an arrangement of two carols: ‘I Saw Three Ships’ and ‘God Rest Ye Merry Gentlemen.’” Students participating in the concert must memorize the music they are playing. According to Robinson, having to memorize the music combined with the rehearsal schedule is difficult. “It’s very stressful because you have to memorize everything,” Robinson said. “You have to be able to stay up late nights during

rehearsals. That cuts into finals time and school time to make sure you get the work done.” By experiencing such a tight schedule, Robinson said she has learned how to manage time better. “[Participating in this concert] has helped me learn to time manage a lot because a lot of times during school I’m more focused on academics, so it’s more difficult to find time to practice,” Robinson said. “[The rigorous schedule] forces you to find time.” According to Robinson, the experience of playing with the Omaha Symphony is quite different than her everyday experience in the Westside Orchestra. “Obviously, there’s a lot of people in the Omaha Symphony so there’s a great volume of sound,” Robinson said. “You have to collaborate to make sure that your dynamics are also up to grade, so that you can be heard. There are so many different parts everywhere playing everything, and it’s kind of crazy, but it comes together.” A n o t h e r difference between school orchestra and playing with the symphony, according to Robinson, is what happens backstage. Robinson said there are strict rules as to what you can

Senior Hannah Robinson practices violin in the band room

do at the Holland, where the Christmas Celebration performances are. “We can’t have snacks most of the time,” Robinson said. “So, we have to eat outside of the building … We can’t bring stuff in because of peanut allergies and stuff like that.” In addition to rules for the backstage area, Robinson said there are also rules about what performers can wear. “We have certain rules about costumes, like dressing in jewel tones so it will Christmassy and festive,” Robinson said. “If you have several different outfits to choose from, the manager comes during the dress rehearsal and [chooses] one to make the most sense because of the lighting on stage as well as who’s standing next to each other to make it all look like it’s coming together.” But according to Robinson, the experience she has performing with the Symphony doesn’t only involve special rules. She also said she gets to experience being backstage at a professional concert with other performers. “It’s really busy all the time, because our room backstage is near the choir, and we share the ballet studio with the dancers,” Robinson said. “So everyone’s practicing and it’s difficult to find time to practice as well since everyone’s trying to do their own thing. It’s very noisy.” In general, both Nagosky and Robinson said they agree that the Christmas Celebration is a great experience to perform in as well as see. Performances go to Dec. 16 and tickets can be found through the Omaha Symphony website. “[The Christmas Celebration] is really fun and it’s family fun, not just adult fun,” Robinson said. “It tends to be a classic thing that everyone tends to like. We have a great range of things, including dancing Santas. You can’t miss dancing Santas.” Robinson said she has learned a lot through her experience of playing with the symphony, and the main thing she has learned is that making music is a collaborative effort. “Every player does matter individually,” Robinson said. “You have to make sure that you’re playing with other people and not against them.” Nagosky seconded the collaborative nature of a performance such as this, and said the performers also include the audience in the experience. “In a world that is very divided right now, music brings people together,” Nagosky said. “I think the students feel that unity very strongly. That sense of collaboration and being a part of something bigger than oneself, and the audience feels it too. It’s really quite moving.”

story and picture by virginia jansen and design by sam cohen

PARTNERS IN ART

[ feature ]

Artist works with Westside students

ainting, staining and blowing glass are all part of a new techniques. She also said that Statom is very willing to in a 17-week glass blowing independent study program with Statom and two other teachers next semester. The program will normal Saturday for seniors Niyah Flanagan and Joey provide new opportunities. “I would have to say that he’s very inviting and fun,” take place at the Hot Shops, located downtown. It will count Ervin. Flanagan and Ervin are currently interning with artist Therman Statom, who frequently works with Westside’s art Flanagan said. “If you have something you want to do, he’s for credits at the high school and will be held every Friday evening. Flanagan said the students were able to decide the department. His partnership with Westside began three years just like, ‘Okay, let’s do it. What do you want to do?’” Flanagan also said that Statom has given her advice about time, and she has been helping write the curriculum. ago, when pottery instructor Erin Lunsford was introduced to The students will create fish, vases, bubbles and learn him through a mutual friend on the board of Kaneko, a local what she makes. Statom has worked with many different people and spoke to her about the importance of heritage and making technical elements of glass blowing. Statom said that one of his arts organization. main goals for the program was to increase students’ technical “We met him one afternoon at his studio and from there what you want to make. “[Statom] was like, ‘One thing you should remember is that knowledge and get to the point where they can create their own ... I started to understand his passion for education,” Lunsford said. “Not only is he an internationally known artist, but he whatever you’re going to do stems from you,’” Flanagan said. forms. He also said he had other goals. “Another goal would be to create an open facility where has chosen to settle in Omaha and he really is passionate about “If you take everybody else in the world away, you have what students take a greater responsibility in their education education. From there, we formed kind of an organic and they get exposed to the actual act of doing instead of partnership that just continues to grow, always with the studying [glass blowing] within the context of being in kids in mind.” high school,” Statom said. Being able to work with a successful artist is helpful Lunsford said that the partnership between Statom and for students, according to Lunsford. Westside continues to grow every year, and she would like “I think [the partnership] makes it more real that to see it spread beyond Westside. becoming an artist is an actual possibility, because “Eventually I’d like to see other schools in the metro [students] can see a living and working artist that’s making look at what we’re doing, and hopefully it benefits all art it and is nationally recognized,” Lunsford said. “They also students in the metro,” Lunsford said. get to work with an artist who is successful and brings just Statom said that his partnership with Westside has been a different perspective to their education.” a way to experiment with the best way to help teachers. Statom has been involved in art education for 30 years. “Westside has been kind of a tool to try different kinds He said that his interest in the area started because of his of relationships out, to infuse out of the box experiences ability to accept feedback and grow, as well as the Kaneko for students, to basically enrich their curriculum and Foundation’s mission to connect all aspects of life with bring a more, not profound, but pertinent overlay to art. the curriculum they have by creating experiences and “I was interested in education, it turns out, as a form of advocacy, because I think education is the highest form of Senior Niyah Flanagan works on her pottery piece. Flanagan opportunities that transcend the classroom and could lead to other levels of professionalism,” Statom said. advocacy,” Statom said. “I’m interested in infusing other currently has an internship with artist Therman Statom. For Flanagan, one of the benefits of working with themes and I’ve always been somewhat challenged by Statom is being able to view her projects at school in a new some of the systems that we, the education system, use.” you have, and if you don’t like what you have, then, sucks to As part of his partnership with Westside, Statom has been suck, buttercup. So, he taught me to make what you want to light. She said that working with glass is very different from coming in to classes to work with students. In the past, he make and if someone happens to want to buy it, they want to working with clay or other typical materials used in pottery classes. has worked with students in sculpture, pottery, drawing and buy it.” “It’s more looking at the final product overall, because with painting and AP art classes. Their projects have ranged from Another part of the partnership took place on Dec. 4, when drawing with molten glass on paper to painting the columns in 36 Westside students were able to tour artist Jun Kaneko’s glass you really don’t have much room for screw-ups or else the cafeteria. studio. This is extremely rare because Kaneko’s studio is not it’s going to break, and it’s not going to look good,” Flanagan This year, the main projects are Flanagan and Ervin’s open to the general public. After the tour, the group went to the said. “It’s just looking at the final product and working with internship, as well as an independent study course about glass Kaneko Foundation to see its current art show and participated what [you’ve] got.” Overall, Statom said that his main goal in this partnership is blowing in the spring. According to Flanagan, she and Ervin in a workshop where they created art with clay and a variety work on a wide variety of projects in Statom’s studio. of found objects. Statom said the workshop’s purpose was to to help students. One difference between his individual artwork and collaborative efforts like this one is that he is less focused “He has these glass ladders that he’ll make out of sheet challenge traditional methods of working with clay. glass,” Flanagan said. “So, I’ve been painting one and he just “We’re basically asking everyone to reinvent themselves on the product itself when working with students. “My working collaborative projects are oriented towards tells me what color he wants and I’ll paint it, and he decides for an hour and a half and ... see how much more … they can if he likes it or not … He just has us do anything around the discover about themselves and the way they work with the enriching the participants and the product is not as important as much as what they gain,” Statom said. “Whatever it is you can shop.” material,” Statom said. Although it only started in late October, Flanagan said she In addition to the internship, Flanagan and Ervin, as well contribute to help [students] be more creative in their own arts enjoys the internship and has learned many things so far about as seniors Hallie Frazier and Jessica Leonard, will be involved is what’s important.” story by reese pike, photo by lydia kasem, design by malia battafarano

[ sports ]

UNIFIED BOWLING Students bowl for inclusion

hen you walk into Western Bowl here in Omaha, you hear the snap of the pins and the cheering after hitting a strike. However, the bowlers are not always people who are simply out looking to have a good time. Many high school bowling teams play here as well. Westside’s Unified Bowling team plays here in Western Bowl, competing for a district title, among other schools’ unified teams. Unified Bowling at Westside is student and peer bowlers teaming up with special education students in order to give them the opportunity to play in a team environment, in which they might not get any other way. Westside’s Athletic Director Tom Kerkman said that having Unified teams here at Westside is a crucial part the athletic department.

“It’s important to give students opportunities they would never get to play an NSAA sport,” Kerkman said. “It brings students of all abilities together to participate in competition and play as a team.” This year, Unified Bowling had a new coach, Kari Wilson. After competing for the district title, she said that this season was meaningful for both her and her bowlers. “This season was a learning experience for me, and I think we did very well,” Wilson said. “We improved and we had a very good time overall.” At the district meet this year, Westside’s team came in sixth place, which is their best finish ever, according to Wilson. Unified Bowler Ethan Barber said he feels like his time at districts and his experience over the last few seasons has helped him experience competition and fun. “Competing in this event, and for the last few years, has been great since I already bowl,” Barber said. “This is more of a for fun thing for me, but still on the competitive side.” Barber said he believes that the team played well, but has a lot of room to do better next year.

“It’s important to give students opportunities they would never get to play an NSAA sport.” Athletic Director Tom Kerkman

“There’s always some whoopsies and things you can improve on, but overall I feel like we did the best we could today, and we have a lot to practice later on,” Barber said. Barber’s parents, Gary and Gina, came out to the district meet and watched their son play in the event. They have seen him bowl for a long time and said they think that the experience for him is very rewarding. “We enjoy how he’s grown and got to know other kids at school and learn all the teamwork,” Gina Barber said. Gina Barber said that being a part of a real team is important for kids like Ethan Barber, and that it’s key for him and others to be part of a real competition and team environment and to let him build relationships with other students. “It’s important for a kid like him to feel like a part of the school and part of a real sports team, like a lot of other kids get to experience,” Gina Barber said. After this district event, Ethan Barber said he is very committed to improve, so the team can do better next year. Barber said he practices in the offseason with another bowling team. “Next year, I need to practice my strategy,” Barber said. “Since I’m on another bowling team, I’ll have more competition to help me practice.”

story by alex goldstein, photo by abby carlson, design by vinny nelson

Junior Ethan Barber

BALANCING

ACT

[ sports ]

Junior Dylan Folda practices basketball in the main gym

Junior handles zoo academy and basketball schedules

he zoo is one of many favorite spots for any kid, and in Omaha we’re fortunate to have one of the best zoos in the world and in the country. But what would it be like going to school at the zoo? Junior Dylan Folda is living that dream. Starting at 7:30 a.m., Folda, along with two other Westside students, begins classes at Henry Doorly, but finishes his day here at Westside. Folda is a basketball player at Westside, but says that the weird schedule hasn’t been an issue as far as conflicts with the zoo program. “The coaches have been excellent at making sure I’m able to do both of these activities simultaneously,” Folda said. “Before tryouts, there was shoot around in the morning. I wasn’t able to attend these sessions due to zoo school, but the coaches allowed me to go shoot after school.” However, being away from Westside for half the day brings some challenges. Folda said he sacrifices morning workouts to be at the zoo, but makes up for these workouts

after school. Being away from the team this much, Folda said he misses a lot of important bonding time, but he’s made it a goal to not let zoo school affect the team’s chemistry. “The chemistry isn’t anything that I worry about,” Folda said. “We all spend time

Days at the zoo go similar to how they’d go at a normal high school. At the zoo, Folda takes government, English and zoology, and takes his math, marketing, Spanish, and history at Westside. “It’s block scheduling, so Mondays and Wednesdays are government and zoology, while Tuesday and Thursdays are my shadow days,” Folda said. “On those days I go to English, and then for an hourand-a-half I go and shadow the keepers.” At the zoo, Folda watches the zookeepers tend to the animals, a job that he said he’s dreamt of having since elementary school. “I have a bit of experience in all the ani-areas now just from seeing what goes on behind the scenes,” Folda said. “My assigned ani-area is hoofstock which deals with giraffes, rhinos, cheetahs, and any other animals with hooves. I’m fortunate for this opportunity as this is what I want to do as a career.”

“The coaches have been excellent at making sure I’m able to do both of these activities simultaneously.” Junior Dylan Folda together during open mods and outside of school. It was important to me that I didn’t let zoo school overtake basketball and vice versa.”

story by josh siegel, picture by yamilett ramirez and design by sam cohen

[ a&e ]

CHRISTMAS CINEMA

Movies to get you into the holiday spirit

that time of year again. It’s almost time for winter break, and what better thing is there to do than sit at home and watch holiday movies while enjoying a cup of hot chocolate? IIt’sdecided that I wanted to watch some of my favorite holiday movies, along with some ones I haven’t seen, and rate them based on content and overall holiday feel. I made my

way over to Target and picked out some movies that would get me in the holiday spirit. The one thing I did notice was the limited variety of holiday movies present. There were only Christmas-related movies that were all the main classics. As a result, this list is strictly related to Christmas movies, but I still enjoyed being able to dive back into my childhood and get into that holiday spirit. “How the Grinch Stole Christmas”: Nothing really says “Christmas” like a creepy man dressed up as Santa Claus going into everyone’s house and stealing everything related to Christmas. “How the Grinch Stole Christmas” has three movie adaptations from the original children’s book written by Dr. Seuss. I chose to review the live-action version starring Jim Carrey as the Grinch. This is my favorite role of Carrey’s because of the wonderful execution. It was amazing how he was able to carry out a role in a short picture book and make it into 100 minutes’ worth of content. The best part about it all is that the movie takes place in a snowflake. That’s a holiday movie if I’ve ever heard of one. The energy and environment of the movie definitely screams Christmas, with everyone dressed up in wacky costumes and the colorful town, yet there are deeper meanings hidden behind these things. The main protagonist, Cindy Lou, wants to see the best in everyone, including the Grinch. The town doesn’t like this, but she still makes it a point to have him be part of their Christmas celebration. The thing that I don’t like about this movie are some of the “disturbing” moments. There are some things that I don’t feel are fit for a children’s movie, but it just adds to it. Yet, in the end, the movie brings a feeling of peace and joyfulness to the viewer.

“A Charlie Brown Christmas”: Seeing the famous lopsided tree with the one red ornament definitely gets me in the holiday spirit. “A Charlie Brown Christmas” is possibly one of the most wellknown Christmas specials when it comes to the holidays. I feel like I might say this about each movie, but this is the original holiday classic. For the entirety of the Peanuts classic, I was smiling, remembering all the times I’ve seen it. There’s just something about the popular cast that screams the holidays to me. It starts off with a depressed Charlie Brown trying to discover the true meaning of Christmas. There’s a Christmas play to be directed, dancing to be done and a tree to be found. It’s 30 minutes of all the holiday joy you could ask for. It also wouldn’t be a Charlie Brown movie if the classic theme song didn’t play. It’s something I always hear on the radio as well that warms my heart. If you’re looking to get in the holiday spirit and do it fast, “A Charlie Brown Christmas” is definitely the way to go. You can catch me watching it the whole month of December.

“Home Alone”: Let’s be honest, we all wished we were in Kevin McCallister’s position and could play it out just as cool as he did in the famous “Home Alone” when we were younger. Kevin’s reaction was unexpected when he wakes up to find his family missing. Yet, it leads to a wonderful series of events accompanied by a soundtrack full of spirit-lifting Christmas classics composed by John Williams. After Kevin gets left alone at home, he decides to do things that he wasn’t allowed to when his family was around like watching the movie “Angels with Filthy Souls.” He then used the dialogue from the movie to scare of the robbers and save his home. That’s what makes this movie one of my favorites: it never fails to make me laugh and wonder, “What’s next?” The thing about “Home Alone” is that its focal point isn’t even Christmas. Christmas is just what’s going on in the background. The whole point really is to show the amusing journey of Kevin saving his house when two burglars are trying to get into it. I’m not going to lie though, Christmas adds this certain pizzazz to it that makes it ten times better. Without the snow and dazzling decorations, I don’t think Kevin could have pulled off his scheme of defeating the robbers as well as he did. The movie can still manage to make me cringe and die of laughter every time something bad happens to one of them. I can’t forget to mention good ol’ Old Man Marley, my personal favorite. I don’t think Kevin could have done it without that creepy old dude, but what’s a holiday movie without some kind of grumpy or scary person, right? With the best ending on this list so far, this movie could never disappoint.

“National Lampoon’s Christmas Vacation”: With screenwriter John Hughes, writer of some of the most popular movies in history, such as “The Breakfast Club” and “Sixteen Candles,” “National Lampoon’s Christmas Vacation” should be a good movie, right? With an animation of a troubled Santa delivering presents, then a scene of some serious road rage, I’d say it was off to a good start. What could possibly go wrong for the Griswold family with Clark, an over-enthusiastic father, when he decides to hang 250 strands of Christmas lights on one house? Then there’s the constantly feuding mother and father-in-laws. Every surprise that pops up is something that anyone can relate to during the holidays. “National Lampoon’s Christmas Vacation” has just about any problem one could think of, from unexpected family showing up to the police bursting in on Christmas Eve to a squirrel loose in a home to a sewer exploding. There’s a lot going on in the movie. Due to this, it can make the movie seem a bit extreme and over the top. But the point of this movie is a deeper meaning than what’s on the surface. While the movie is very funny and extra, with the song “Mele Kalikimaka” and a kidnapping of Clark’s boss, its main point is to show that the whole point of Christmas or any holiday for that matter, is that being together and grateful for what you have is what’s most important.

story by angelina pattavina, graphics by bradley griﬀin and parker lefebvre, design by abby schreiber

[a&e]

he holidays are approaching fast, and if the thought of gifts and what to get people for the winter holidays scares you, donâ&#x20AC;&#x2122;t fret. Lance is here with a gift guide, tailored for teens, on a teen-friendly budget.

1. For the adventurer:

Travel journals are a great way to keep track of your adventures. You can purchase specific journals for travel, or get a blank journal that enables them to let their creativity run wild. - 5 X 7 Travel Journal - Treasures Delight Etc. - Etsy - $6.00

2. For The food lover:

Baked goods! From holiday-themed cookies, to cupcakes, the options are endless. Not only will they know that it was something you made, you can use ingredients that you have lying around your house. If baking isnâ&#x20AC;&#x2122;t your thing, simply combine the dry ingredients to your favorite cookie in a mason jar and attach the recipe to the lid.

3. For the homebody:

A fuzzy blanket and a cute pair of socks is a great present for the person who spends their breaks snuggled at home with their pets. - Pom Plush Throw Blanket - Room Essentials - Target - $6.99

Tips: 4. For the organized:

Fine point pens and new mechanical pencils bundled together with a notebook will be greatly appreciated! - Dotted Bullet grid journal - Poluma - Amazon - $9.99

5. For the family member:

A handmade craft, a bouquet of flowers or a card is something your family members will appreciate that only takes five minutes.

6. For the sports lover:

Memorabilia from their favorite team such as a water bottle, a t-shirt or even a ticket to a game is sure to be a home run! - Red Nebraska Huskers Tote Bag - Best of Big Red - $5.99

Pay attention to packaging Even if your gift is small, placing it in a cute gift bag with a nice card adds a lot to the gift! Try making your own wrapping paper with newspapers or decorated paper. Putting your gift into a nice jar or box can also improve the look of your present.

Last Minute? No Problem! Holiday party tonight and no gift? Gift cards, a cupcake or their favorite candy makes a great last minute gift that is affordable and something you can get in a pinch.

story, graphics and design by audrey persaud

A PERFECT HOLIDAY NIGHT

[ A&E ]

Festivities for less

he holiday season doesn’t have to be an expensive time for everyone. There are exciting activities related to the holidays that can still fit into a budget. Simple homemade hot chocolate, a festive playlist and taking a tour of the light displays of Omaha, can be all that is needed to celebrate the holidays.

Creamy Milk Hot Chocolate Hot chocolate is the perfect drink for frigid days and dark nights. The drink is perfect to enjoy on the go or at home. Hot cholate can be a cheap and tasty drink to help warm up. Yield: One cup Ingredients: 1.60 grams of milk chocolate 2.One tablespoon of chocolate malt powder 3.One cup of milk or any milk substitute 4.Whipped cream (Optional) 5.Candy cane (Optional) Steps: 1. Measure 60 grams of milk chocolate into a small bowl. 2. Start boiling the milk in a pan, stirring consistently. 3. While the milk is boiling, microwave the milk chocolate for two minutes, taking it out of the microwave to stir every 30 seconds. 4. Once the milk is boiling, add your chocolate malt powder to the pan and stir until the powder is fully dissolved. 5. Then add in the melted milk chocolate and stir until combined. 6. Warm the hot chocolate to the desired temperature. 7. Pour the hot chocolate from the pan into a mug. 7. Add whipped cream and crushed candy cane to the top if desired and enjoy!

Winter Tunes During the winter season, there has to be something to get spirits up. Listening to festive music can be an effective way to get you in the winter mood. So turn up your stereos and open your ears to this holiday playlist. 1. Jingle Bells by Frank Sinatra 2. Mele Kalikimaka by Bing Crosby 3. Christmas (Baby Please Come Home) by Darlene Love 4. Hanukkah, Oh Hanukkah by Bare-Naked Ladies 5. Run Rudolph Run by Chuck Berry 6. Last Christmas by WHAM! 7. Blue Christmas by Elvis 8. Silver Bells by Dean Martin 9. Frosty The Snowman by Ella Fitzgerald 10. White Christmas by Bing Crosby 11. Winter Wonderland by Bing Crosby 12. Christmas Song by Nat “King” Cole 13. Hazy Shade of Winter by The Bangles 14. It’s Beginning to look a Lot Like Christmas by Michael Buble 15. It’s the Most Wonderful Time of the Year by Andy Williams 16. Let it Snow by Frank Sinatra 17. Rudolph The Red-Nosed Reindeer by Dean Martin 18. Deck the Halls by Nat “King” Cole

Holiday Light Map Looking at holiday lights, whether it’s with family or friends, can be a great way to spend a holiday night. To the right is a QR code that will take you on a drive through the best holiday lights of Omaha. Start your engines and take a drive through a holiday wonderland.

story, graphics and design by luke steiner

19. Lights On by Tyler, The Creator 20. My Little Drum by Vince Guaraldi Trio 21. Happy X-mas War is Over by John Lennon 22. Do They Know it’s Christmas by Band Aid 23. Christmas Wrapping by Waitresses 24. My Evergreen by The Squirrel Nut Zippers 25. Wonderful Christmastime by Paul McCartney Scan the QR code below and start listening on Spotify:

[ a&e ]

SKATING SEASON

All you need to know about skating in the metro area

TIM MOYLAN TRANQUILITY ICEPLEX

GROVER ICE RINK 6171 GROVER STREET Admission is $4 for kids 12 and under, $6 for adults (13-55) and $5 for seniors (56 and over).

12550 W MAPLE ROAD Admission is $6 for kids 12 and under and $8 for adults. Sunday: 12:35 p.m.-4:45 p.m. Monday, Tuesday, & Thursday: noon-3:00 p.m. Wednesday: noon-2:45 p.m. Friday: noon-10:30 p.m. Saturday: 12:15 p.m.-7:00 p.m.

BAXTER ARENA 2425 S 67TH STREET Admission is $5 for all.

December 23: 9:00 a.m.-noon December 31: 9:00 a.m.-noon

Sunday: 2:00 p.m.-3:30 p.m. Monday-Thursday: 1:00 p.m.3:00 p.m. Friday: 1:00 p.m.-3:00 p.m. ; 6:00 p.m. -7:30 p.m. ; 9:00 p.m.-10:30 p.m. Saturday: 12:45 p.m.-2:15 p.m.

UNMC ICE RINK 4016 EMILE STREET $8 general admission, students and staï¬&#x20AC; of UNMC are admitted free with photo ID. Monday: 11:00 a.m.-8:00 p.m. Tuesday-Thursday: 11:00 a.m.-1:00 p.m. Friday & Saturday: 11:00 a.m.-10:00 p.m. Sunday: 11:00 a.m.-8:00 p.m.

story by kaitlyn jansen, graphics and design by isabella tyler

The holidays when you donâ&#x20AC;&#x2122;t like your family

Follow Westside Journalism @westsidewired on twitter, instagram, facebook and snapchat Subscribe to Warrior Television on YouTube @westsidewtv on twitter and snapchat

front graphic by abby schreiber, comics by jane knudsen, design by vinny nelson